Review: Point of View

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SWBAT identify the point of view of the story teller in text.

Big Idea

How do you know who is telling the story? Students analyze whose eyes the reader is looking through.

Culminating Activity

20 minutes

As a culminating activity, students review the five different narrative points of view: first person, second person, third person omniscient, third person objective, and third person limited. I created an academic game on my Promethean Flip Chart to use as summative assessment of their learning thus far. The assessment is to identify which point of view a passage of text represents.  This activity is fun and engaging, yet it also allows me to gauge their understanding of this concept.

Because my students are high level readers, I decided that it is important they know how to distinguish POVs, including first, second, and third person. My students will encounter complex POVs in the higher level texts that they will read, so it makes sense to amp up teaching this standard for when they encounter the complexities of POV in their higher level texts. In fact, Common Core Standards usually addresses this concept in fourth grade, and many of my high achieving and gifted students are reading at fourth grade or higher levels.


20 minutes

Students work in pairs as they identify which point of view selected texts exemplify.  I chose a variety of literary pieces from the author, Roald Dahl to present to students.  We read them aloud together as I projected from under my document camera.  We review the definitions of each point of view:

  1. First Person
  2. Second Person
  3. Third Peson Objective
  4. Third Person Limited
  5. Third Person Omniscient

Then, students work together to identify each passage.  Each partner will select a speaker to share their results and explanations.

Oral Presentations

20 minutes

Students share the results of their work identifying the passages of text written by Roald Dahl.  After identifying the passage, students provide reasons to support claim.  It is important that students are not just guessing, but truly understand the concept of points of view.  By asking students to provide examples and explanations for their answers, I get an accurate idea of student progress and mastery of this concept.