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Subject: English
Semester: 1
Period: 3
Week: 14
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 3
Date: Week 14
Lesson Duration: 45 minutes
Week & Period: Week 14, Period 3
Topic: Vocabulary and Structural Analysis
Sub-topic: Text Features and Point of View
Learning Objectives
By the end of the lesson, students should be able to:
Demonstrate vocabulary and structural analysis strategies
Interpret narrator’s point of view (1st, 2nd, 3rd person)
Identify text structure and signal words in nonfiction
Discuss author’s purpose and perspective
Use vocabulary such as narrator, point of view, first person, third person, signal words, structural analysis
Previous Knowledge
Students already know:
Basic text features in nonfiction
Reading comprehension strategies
Instructional Materials
English Language textbook for Grade 3
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Discuss different narrators in stories and ask learners to share examples from previously read texts
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Explain Points of View:
Begin by defining the three main points of view in a text:
- First Person: The narrator is a character in the story, speaking using “I” or “we.” Example: “I went to the market yesterday.” This point of view shares personal thoughts and feelings.
- Second Person: The narrator speaks directly to the reader using “you.” Example: “You should always wear a helmet when riding a bike.” This point of view gives instructions or advice.
- Third Person: The narrator tells the story about others, using “he,” “she,” “they,” or names. Example: “She went to the store to buy some bread.” This is the most common point of view in stories and nonfiction.
Use simple examples to illustrate each point of view, and ask learners to identify which point of view is being used in sample sentences.
Introduce Text Structures in Nonfiction:
Explain that nonfiction texts have different ways of organizing information, called text structures. These help readers understand the information better. Common structures include:
- Sequence/Chronological: Events or steps are told in order (signal words: first, next, then, finally)
- Cause and Effect: Explains reasons and results (signal words: because, so, therefore, as a result)
- Problem and Solution: Presents a problem and one or more solutions (signal words: problem, solve, solution, challenge, overcome)
- Compare and Contrast: Shows similarities and differences (signal words: both, however, on the other hand, while, similarly)
Show examples of each structure with short passages or excerpts and point out the signal words.
Discuss Author’s Purpose and Perspective:
Explain that the author’s purpose is why they wrote the text—usually to inform, entertain, persuade, or explain. The author’s perspective is their opinion or attitude about the topic.
Model a discussion using a short nonfiction passage:
- Ask, “What do you think the author wants us to know or do?” (Purpose)
- “How does the author feel about the topic? Is it positive, negative, or neutral?” (Perspective)
Encourage learners to support their answers with examples from the text.
Learners’ Activities (Expanded):
- Identify Narrator and Point of View: Provide learners with several short passages (2–3 sentences each) written in first, second, and third person. Learners underline or highlight pronouns that indicate point of view and label each passage accordingly.
- Highlight Signal Words and Text Structure: Give learners short nonfiction excerpts and ask them to find and highlight signal words that reveal the text structure. For example, in a cause-effect passage, highlight “because” or “so.”
- Small Group Discussion: In groups of 3–4, learners discuss the author’s purpose and perspective of a given passage. They share their thoughts on why the author wrote it and how they feel about the topic.
- Written Activity: Learners complete a worksheet where they identify the point of view, underline signal words, state the text structure, and write a sentence about the author’s purpose for a short passage.
Assessment Checks:
- Monitor learners’ ability to correctly identify first, second, and third-person points of view during oral and written activities.
- Check highlighted signal words and text structure identifications for accuracy.
- Observe participation and quality of contributions during small group discussions about author’s perspective.
- Review completed worksheets to ensure understanding of all concepts.
Notes (Expanded & Detailed):
- Provide clear, scaffolded examples for each point of view to avoid confusion, especially between first and second person.
- Reinforce the role of signal words as clues to text organization, encouraging learners to “look for the words that tell us how ideas connect.”
- Use graphic organizers such as charts matching signal words to text structures to support visual learners.
- Emphasize that understanding the author’s purpose and perspective helps readers decide how to react to and use the information.
- For learners needing extra support, offer sentence starters for discussions (e.g., “I think the author wrote this to…” or “The author feels that… because…”).
- Encourage learners to apply these skills across different nonfiction texts they encounter, improving overall comprehension and critical thinking.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Recap point of view, signal words, and text structure features
Evaluation Method (Expanded)
Exit slip/quiz: Identify narrator’s point of view and text structure in a short passage
Teacher will collect slips and provide oral feedback
Assignment (Expanded)
Read a nonfiction article and identify point of view and text features
Underline signal words used in the article
Follow-up Activity
Write a paragraph describing an event using a chosen point of view and signal words
Differentiation / Inclusive Strategies
Provide sentence frames for learners needing support
Encourage advanced learners to compare multiple texts’ structures and perspectives
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low