In order to review point of view today, I asked students to come prepared to read excerpts from their library books. Instead of using my brain to find examples of 1st, 2nd or 3rd person storytelling, I wanted to see if they could find it. At the start of class, I instructed students to take out the book they were currently reading and flip to a random page. I had them read the page to themselves until they could figure out who was telling the story. After a few minutes, we used face partners (Kagan and Kagan, 2009) to give each person a chance to share. The face partner was responsible for listening to the passage until they could identify who was telling the story. Once both partners agreed, they changed roles.
After each duo had the chance to share and discuss, I asked for a few volunteers to share. I specifically asked this time for pairs of students who had disagreed at first. We discussed why they disagreed and who had said which answer. (Sometimes I ask for specific parameters when sharing. In this case, it was to see who was still struggling to identify point of view). When an ample number of duos had a chance to share and I felt confident that students were comfortable with the idea of point of view, it was time to switch things up!!
This lesson is going to be a condensed version of my building's "I do, We do, You do" philosophy. I want students to have a chance to rewrite pages on their own but I do want to model first and give them a chance to practice. I'm very sure that once we begin, they will get it and be begging to move on at their own pace.
I hold up the Charlie McButton book and we do a quick review of who is telling the story. This time they all know that a narrator is telling the story!! I tell them that today we are going to be authors and we're going to "tinker" with Charlie's story. I pass out the paper and I ask the students to pretend they are Charlie and they are telling the story. We start towards the end but only because I've already used the beginning for the students' own work. You should feel free to begin anywhere in the book.
When completing the "I do" section of the paper, be sure to think aloud while rewriting. I take special care to think through my pronoun choices. At this time, it is important to leave the students out of the thinking. This part is just you modeling for them how to rewrite this story into another point of view. I have the students copy what I'm writing to keep them engaged in the process.
After the "I do" section, we move on to the "We do" section. This is where you ask for student input while writing. I often ask the students their thinking during this time and have other students repeat or confirm the accuracy of what they've heard. I want to be sure that when we reach the "You do" section that students are well on their way to understanding the process behind changing points of view.
After the "We do" section is completed, the students, as I predicted, are ready to move on at their own pace. I let them loose for the "You do" section and check in with the ones who I think may be struggling.
At the end of class, I collect the practice so I can see whether or not the students are ready to move on to a completely independent rewriting activity.