Lesson: Multiple Points of View in Nonfiction

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Lesson Objective

SWBAT use non-fiction to understand multiple points of view.

Lesson Plan


Description of Segment

Teacher #1 Says/Does

Students Are

10 minutes

Quick Questions/ HW Check



Teacher uses a variety of kinesthetic, engagement, and checking for understanding strategies to lead students in short discussion of their DRP quick question work and their reading comprehension homework from the night before

Listening and tracking; raising hands and participating in call-and response activiites and discussions

10 minutes

Hook With Journal Writing

Instructor shows the video shows the first 2:10 of the video found here:  http://www.youtube.com/watch?v=96Btq4pBouo (NOTE: Only show the first 2:10. The video gets a bit strange after that.)


Journal prompt for discussion: Who do you agree with?

Listening and tracking; journal writing; participating in discussion

10 minutes

Mini Lesson

The great thing about nonfiction is that good piece of informational nonfiction shows multiple points of view. That allows us, as readers, to see multiple sides of an issue and decide which one we agree with.


In the Lesson Notes section, the students will copy this graphic organizer. Through discussion of their journal writing, they then fill in the graphic organizer with the different points of view expressed in the panel and the different evidence provided by people.


Article: Is KFC Racist? Clip


Point of View

Their Evidence

The commercial was made for Australia, so it’s not racist

The stereotype about chicken doesn’t exist in Australia







Listening and taking notes in the Lesson Notes section of their  notebook

15 minutes

Guided Practice


Instructor and students will read the article found here http://www.newsweek.com/2010/09/30/evidence-mounts-of-school-health-hazards.print.html about health issues in schools. Through discussion, they will use the graphic organizer above to showcase the different points of view expressed with the article.

Listening to others read; reading aloud; taking notes in the guided practice section of their notebooks

35 minutes

Independent Practice


Students will read the articles found in the edition of UpFrront found here: http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f092010_mosques  They will then complete the chart shown above to show their understanding of the different points of view in any of the articles.

Reading and taking notes in the IP section of their notebooks; conferencing with instructors on reading strategies

8 minutes

Exit Ticket

Observing and assisting

Completing their exit ticket

Lesson Resources

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