Date: 02/08/2024

Time: 1:22 pm - 2:08 pm

Reflection from the prior lesson
● The previous objective was met. The students were able to identify the different
mediums and the arguments within them. The students were able to type out
what the arguments were and if they had sufficient evidence, they are now ready
to identify if those arguments portray different perspectives.
Lesson Goal(s) / Standards
● 7.RI.7 Compare and contrast a text to an audio, video, or multimedia version of
the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery
of a speech affects the impact of the words).
● 7.RI.8 Trace and evaluate the argument and specific claims in a text. a. Assess
whether the reasoning is sound. b. Assess whether the evidence is relevant and
sufficient to support the claims.
● 7.RI.9 Analyze how two or more authors writing about the same topic shape their
presentations of key information by emphasizing different evidence or advancing
different interpretations of facts.
Lesson Objective(s)
● I can identify how the different types of mediums portray different perspectives by
swaying the audience in different directions.
Materials Needed
● Video, Article, and Poem - Printed Copies
● Google Document - In Google Classroom
● Nearpod
● Points of View Worksheet
● Flippity
Contextual Factors/ Learner Characteristics
● The students in this period listened well. They are fine conversing with each
other or in whole group discussions. In this class, there are 5 males and 5
females, so the class is evenly split. Two students in this class need notetaking
assistance, breaks, small groups (1:1), separate assignments/tests/quizzes
settings, and inclusion support.
● There is one specific student during this class period that will need one-on-one
attention. You just have to help him stay on task during and after the lesson.
Connection(s) to Research & Theory
● Inquiry-based learning is a teaching approach that positions the teacher as a
helpful figure who guides and supports students throughout their learning
process rather than as the only authority figure. It is built on student discovery
and hands-on projects.

A. The Lesson

● Introduction (10 minutes)

○ getting attention: Good afternoon! How has your day been so far?
 ○ Students will answer with valid experiences and the teacher will converse
promptly with questions like “Why’s that” or “What has made it good?”
○ relating to past experience and/or knowledge: Do you guys remember
what we went over yesterday? Or what we did?
○ Student: We went over the mediums and whether or not they have sufficient
or insufficient evidence.
○ Teacher: That’s right and did all the mediums have sufficient evidence?

○ Student: No because some only had one reason to have a snow day which is
insufficient in terms of deciding whether we should have a snow day or not.
○ Teacher: That is correct. Does anyone agree or disagree with them?
○ Students will answer honestly. If they agree or disagree, ask them why
and ask them to elaborate based on the medium's argument and/or
message.
○ creating a need-to-know/ sharing objective, in general terms: Great job
finding how sufficient the evidence in the mediums was. Today, we are going
to be learning about how each of the authors in the mediums portray different
perspectives.

● Content Delivery (20 minutes)

○ Teacher: Do you know what perspective means?
○ Student: It means from someone's point of view.
○ Teacher: Great job, and what does point of view mean?
i. Remind them it was one of our vocabulary words.
○ Student: It means to tell a story or send a message from someone's point of
view.
○ Teacher: Yes, and an example would be how the movie Elf tells the story in
the beginning and ends in the narrator's voice, so it is a neutral storyteller in
the movie. Narrators usually only say what is true in the story, instead of their
opinions. Today, we are going to decide what perspective or point of view
each of the mediums is trying to portray. What does portray mean again?
○ Student: It means to describe an idea of something or someone.
○ Teacher: That’s right so we are going to try and identify what the mediums
portray or describe different points of view or perspectives of a group of
people. First, I want you all to hop onto the nearpod I have up on the board.
We have done this before, so you should know how to navigate it. I will write
on the board join.nearpod.com since that is the website you will need to go to.
Then, type in the code that is projected. Once you get there, put your hands
on your lap, so I know you are ready.
i. Put the Nearpod on the projector and write the website they need to go
to on the board.
○ Teacher: Okay, now that everyone is ready, the first slide just asks you to
type in the different types of mediums that we have been going over this
week. Go ahead and put your hands on your laps when you are done as well.
○ Teacher: Now that everyone is done, the three mediums are the article,
poem, and song. On this next slide, it is going to ask us about the arguments
each of the mediums had. This time, I want you to answer the question with a
partner.
i. The teacher will walk around after switching the slides on the Nearpod
and make sure the students are on the right track for discussing the
arguments.
○ Teacher: So what was the argument you came up with about the poem?
○ Student:It was that the student in the poem thought snow days were fun.
○ Teacher: Great job! What about the Article?
i. Keep going with the students on what the arguments were. The
article's argument was about how we should have fewer remote
learning days, and the song was about wanting a snow day.
○ Teacher: Great job finding the different types of arguments in the mediums.
This next slide will give you true or false questions about whether all the
mediums had sufficient evidence. Please put your hands on your lap when
you are done.
○ Teacher: Okay, most of you said, "Why was that?
○ Student: Because the articles all had evidence to their argument.
○ Teacher: But did all the mediums have sufficient evidence?
○ Student: All of them did except the song because it just said we were going to
have a blizzard, but that is not enough or is not enough evidence to afford a
snow day or no school day.
○ Teacher: Do you guys who answered incorrectly agree with that?
○ Students should answer with yes or kind of. Ask them to elaborate if they
are not all on the same page with the same tactic as before.
○ Teacher: Great job determining if the arguments were sufficient or not. Today
we are going to identify what perspective the mediums portray. I am first
going to give you a few examples of different perspectives, and we are going
to practice what perspective or point of view the pieces are in.
i. Flip to the first slide and do this following procedure with the next few
slides.
○ Teacher: Okay the first slide, does anyone want to read the first slide?
○ Student: I do
○ Teacher: Go ahead, but make sure we are all paying attention to the picture
at the top that describes the different types of perspectives or points of view.
Do you guys remember going over those?
○ Students: Yes.
i. If the students don't remember, go over the different points of view with
them before you start reading.
○ Student: “[Reads the first number]”
○ Teacher: Okay, so what do you think the perspective is in or in whose point of
view?
 ○ Student: I think it is in the first person's point of view.
○ Teacher: Why do you think that?
○ Student: Because it uses the my and I in the sentence.
○ Teacher: Great job!
i. Continue this tactic or procedure throughout the next few samples.
○ Teacher: Great job finding out the different points of view. Now I am going to
hand out a worksheet and I want you to write the article in the topic and the
poem in the other topic. Then I want you to get into groups and decide the
point of view of each of the mediums. We will do the song on your own when
we answer the final question on google docs which will be exactly like what
we are doing on this worksheet. So I want you to tell me the point of view of
the article and the poem and I want you to prove it. Remember that google
slides about proving it yesterday and what you should include.
i. Show the students the digital copy of the sheet on the board and write
down while explaining what to write down and where. This time put
them into groups using flippity.

● Closure (20 minutes)

○ Teacher: Great job determining the different types of perspectives and how
texts can portray different points of view. Now, we are going to do the same
thing but with the mediums we have been using this week. I am going to let
you guys work in small groups to determine the different perspectives.
Remember that there can be multiple perspectives in a medium as well. Get
out your google document in google classroom, and right down what you find
and explain why. After you are finished, turn in the assignment! I will let you
guys pick your own groups, but if you are not working well together, then you
will have to do it on your own. Lease get started.
i. The teacher will pass out the mediums while they are working.

B.Assessments Used
● Formative assessment will be used by the teacher walking around the classroom
during the closure time of the lesson. The teacher will help students rephrase the
questions if needed. The teacher will also use formative assessment during the
content delivery time. The teacher will ask numerous questions while going over
the different types of mediums to prepare them for independent time.

C. Differentiated Instruction
○ Adaptations for students with special needs or not meeting expectations
■ The students who need extra time to finish the assignment can
come in during help time. The students on IEPs that may need to
leave to another room to work on it together, can leave to go to the
resource room and work with a para in there. If those students also
need breaks, they can leave and calm down before returning.
○ Adaptations for those exceeding expectations
■ The students write down what they think about the three mediums
and answer the first question. The teacher will allow them to use
 academic vocabulary and mention words from the text specifically
to enhance the writing ability designated to the worksheet. The
students will also be encouraged to write in complete sentences.
○ Language Support (IF you have ELLs (English Language Learners))
■ No language support is needed.

D. Resources

● “Teaching Methods.” CORP-MAT1 (TEACH), 27 July 2023,

teach.com/what/teachers-know/teaching-methods/.
● South Dakota State Standards for English Language Arts Literacy In ...,
doe.sd.gov/contentstandards/documents/ELA-Standards.pdf. Accessed 13 Jan.
2024.
● “Point of View - First, Second, & Third Person Examples.” Tutors,
tutors.com/lesson/point-of-view-first-second-third-person. Accessed 14 Jan.
2024.