Charlie or Isabel Jane? The Bag Will Decide

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SWBAT identify the point of view from which a text is written and then rewrite it into another point of view.

Big Idea

Understanding point of view and how it impacts a text builds comprehension.

Reviewing the Text

10 minutes

This lesson begins with a rereading of our unit text, When Charlie McButton Lost Power.  I stop after the first couple of pages and ask students what point of view the book is written from.  They answer correctly, but struggle a tiny bit when I say who is telling the story.  Even though they know the text is 3rd person and that 3rd person means happens to someone else and told by someone else, they still say Charlie is telling the story.  So, we have to have a short discussion about the difference between who is telling the story and who the story is about.  

After we finish reading the story, it is time for today's practice activity- rewriting the text from a different point of view.

Which point of view are you? Rewriting the Text

40 minutes

Once we reread the text, it is time to rewrite it.  I have a bag with the points of view I want the students to use- 1st person Charlie, 2nd person Charlie, 1st person Isabel Jane and 2nd person Isabel Jane.  

I stand in the front of the classroom holding the bag.  I say to the students, "In this bag you will draw the point of view that you will use to rewrite some pages.  But first, I want you to raise your fingers- 1, 2 or 3- to tell me which point of view is NOT in the bag!!" 

I give the students a second to think and then I have them raise their fingers.  Most people raise 1 finger for 1st person, a few raised three fingers and none raised two fingers.  I ask a boy why he had three fingers up and he says because we already know what happened to Charlie so we don't need to write it in 1st person.  Hmm.... not much carry over from the review.  I ask someone who held up a 3.  She replies, "This story is already written in 3rd person!!"  We have one more tiny reminder that although the story is about Charlie, he isn't telling it.

Then we draw points of view.  I allow the students to move around the room either to a comfortable place to work or with a person whose point of view matches their own and they begin to write.


A note here:  I had the Charlie points of view rewrite the first two pages of the book.  The Isabel Jane points of view came from pages 19 and 20 (starts with "Mainly he thought that, for sisters that toddle".)

Sharing and Preparing

15 minutes

After the students finish rewriting the text, we have a few minutes to share before they get their exit ticket.  For this exit ticket, I want to prepare students for tomorrow's lesson so I ask them, "What if the whole story were to be told from Isabel Jane's point of view.  How would the story be different?"

I collect the exit tickets and evaluate them for tomorrow.