An Epic Epilogue

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TSWBAT identify the return of first person pov as it relates to third person pov in a skit.

Big Idea

The drama of it...a skit in two persons!

Warm Up

20 minutes

Writing and performing skits are a fabulous way to helps students comprehend concepts at a deeper level and they have the opportunity to formulate their own interpretations through critical thinking.  With CCS SL.5.6 the students are adapting the speech in their skits to the context of the novel, The Wish Giver that they just completed.

Kids don't really need an introduction to creating skits, they've been doing them for years, but you may want to read through an example to get their creative juices flowing.  There are numerous skits to be found online...In the first are a bunch of monologue suggestions to indicate first person clearly, and a skit to be acted out by a student, but narrated in third person by another.  Many of the camp skits are a bit absurd for the classroom, but some are good and all are rather short, which is perfect for the warm up activity.  These links are the ones I use because they're quick, and it's easy for the kids to determine which point of view "person" they're in. 

Additionally, a criteria sheet, detailed or general is necessary to hold them accountable, as skit creation can get silly quickly, at least in my classroom.  I've included two different types one and two of rubrics to use in the Closure section.  Pass out the rubric ahead of time to guide them as they create their skits. Here are some examples: Rubric #1 student example and Rubric #2 student example.



30 minutes

The kids have had the chance to observe two skits, one in first person and one in three, and will now embark on their task: to create a skit of their own with their group that encompasses both points of view.  This will be done with the Epilogue of The Wish Giver as their theme. One of the students will assume the role of Stew Meat and narrate a portion of the Epilogue.  The others in the group will then act out the same part that has just been described, but with limited dialogue, and the Stew Meat character fills in the defining phrases such as, "...said Rowena," "...Adam Fiske replied," "...added Polly," as he's been doing all along using third person in the novel.

This may be challenging for the students to get their heads around at first, but I circulate within the groups and answer questions/redirect/encourage.  They all participate in writing the script.  It's important for all members of the groups to participate.  What will confuse them the most is the idea that they're doing two different skits of the same part of the Epilogue (which they choose) but not at the same time.  My students always want to condense this and act out the part that Stew Meat is narrating in monologue fashion.  Instead, they need to let him present alone.  Their part comes in differently because Stew Meat needs to narrate for them, but in the third person.  I searched endlessly for an example of this to show for the warm up, but came up completely empty.  I will certainly film my own students to create the example I need for this activity next year.

Students figuring out who is which part with Rock, Paper, Scissors.


25 minutes

Time to present these masterpieces!  The students in the audience will have the grading rubrics in hand -I use the Skit/Reader's Theatre rubric but another is easy to use.  They circle the numbers they think are most representative of what they're watching.  Beforehand, go through the rubric with the class.  It's written in a general form, so you'll want them to be watching for first and third person specifically in #1 where it reads, "...the appropriate number of performance elements."

The students will have a great time acting these out and watching the other skits. A group "hams" it up before they begin their skit.  Although everyone is using the Epilogue from The Wish Giver, they've been given the latitude to pick which part they'd like to dramatize.  For this reason, it won't get stale to watch the groups perform one after the other.

I let the kids choose their own groups for this activity so they have a lot of fun with it.  Hence, the all boy and all girl groups prevail.  They all have their own ideas of what to perform, and the class enjoys watching each one.