Different Points of View

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Objective

SWBAT to analyze a variety of diverse text to determine limited or omniscient point of view as well determine the effects point of view has on a story.

Big Idea

Whoever said roses were red? Students determine point of view in poetry and hold discussions on how point of view affects the story.

Advanced Organizer

7 minutes

To help the students recall information learned about point of view, the students will complete the Advanced Organizer to help them review first-person and third-person.  Today, we are going to go into more depth with third-person point of view, so the students need to have mastered identifying it. I find that doing a pronoun lesson review right before this or a mini lesson on pronouns REALLY assists with the students mastering this skill.  Anything to make my life easier is well worth the 10 minutes! 

I will pass out the handout and allow the students 5 minutes to work on it.  Then, I will have them check their answers with their shoulder partner.  This will allow them to validate their learning and also make corrections. By having students continuously checking and sharing their work with students I am increasing the motivation and level of anxiety just enough to hopefully keep them engaged.  They want to do well and want to look good in front of their peers.  This is one way of using that adolescent brain to my advantage! 

I also have the students use this task to practice the skill of discussing.  The students are still struggling with what a true discussion should look like.  As frustrating as it can get, I have to remember it is just not a habit for them yet.   I model for the students what true discussions look like, how we interact with our partner, and respond to and add to the conversation.  As the students are working, I walk around and monitor not only their skill level with point of view, but also their discussions. This is a great way to 'on the spot" model for them by showing them how to respond to one another.  

Finally, I will call back to whole group and go over the answers.  I can clarify any misconceptions at this point and reteach if necessary. 

I will have the students tape this activity onto the next blank page in their spirals.  I will have them update their table of contents and make sure they placing a title onto the page. Organization is also key at this age! 

Instruction

20 minutes

Next, I will display Point of View Notes and Practice.  I will have the students copy down the definitions of third person limited and third person omniscient.

I will display Third Person Affect which shows the same story told in first person point of view, third person limited point of view and then third person omniscient point of view.  I will ask the students to look at the three different accounts and explain how they are different.  Which account gives me the most information?  When might an author want to use one point of view over another?  Have this discussion as a class.  Some students will struggle with that question and as a class, you can model the thinking aloud. 

Then, have the students use their notes to practice identifying the point of view on the power point.  This will get them working with the definitions.  I will have the students continue practicing their discussion skills as they decide what point of view each passage is written. 

Next, project the story Madam C.J. Walker up onto the board.  Have the students follow along in their books as you read the text.  As you read, model how you are underlining the text for point of view.  What pronouns are you underlining.  This is a skill we have practiced over and over.  The students should be familiar.  Next, answer the questions about the text as a class.  This modeling will help the students understand how to think about the passage when analyzing for point of view. 

Guided Practice

25 minutes

Move students from prose to poetry to see how author's develop and use point of view in poetry.  Display the poem Cleaning the Well onto the board.  Read the poem aloud.  I am reading the poem aloud because this is one of our first dealings with poetry as a class.  I will probably point out some of the differences between prose and poetry.  Making references to stanzas vs. paragraphs, grammar and punctuation.  This will help the students to be prepared to read and analyze the poem.  Getting the students to appreciate poetry is nearly impossible at this age, I have to find a way to engage them.  This poem is about a "right of passage to adulthood".  I try to present it like that before I read it. To engage them, before reading I tell the students about how as a child, I always wanted to know what the adults knew, I wanted that power and control.  However, sometimes knowing what the adults know, isn't always fun.  Then, I tell the students that this poem helps us realize maybe it is nice to not know everything! 

Once I read the poem aloud-I will have the students re-read the poem on their own.  I want them to practice reading poetry on their own.  Now that it has been modeled, they are better equipped to do this.  I will also have the students work with a shoulder partner to do this activity.  Each shoulder partner will get the chance to read aloud the poem.  This can be a very awkward time! Most students shy away from reading aloud, especially poetry! It is hard, awkward and doesn't make ANY sense! I assure the students that it is OKAY! They will never learn unless they try.  

Next, I will have the students work through marking up the text of the poem.  They need to mark the poem up for clues that help identify point of view.  I will also instruct them to explain their marks by explaining what point of view the poem is written. Again, we want to look for and use our pronouns! 

Then, I will have them answer the question "How might the poem be different if the speaker's grandfather told the story?"  I want the students to think about how the point of view affects the meaning, purpose, and tone of the poem.  This will later help students understand author's perspective. I am anticipating the students to struggle with this at first.  They are going to have to think from the grandfather's point of view and what he "knows" as an adult.  What does he think about the boy?  I may have to prompt a few of my students with those questions.  

Now that we have looked at poetry for point of view, I want the students to experience the difference point of view can make when writing.  In the resource, I have included different levels of the writing.  Depending on your students' readiness, look through and determine what poem would be best suited for your students. 

Pass out Poetry and Point of View and read the instructions with the students.  The students will be taking a poem that is already written in first person point of view and changing it to be written in third person point of view.  This will allow the students to see what language is used and how it changes the poem.


Allow the students 10 minutes to write.  Once they have written, they can share with their groups the poems they wrote.  They will see similar language used in their peers poetry. 

Independent Practice

20 minutes

Next, I want to expose the students to a longer text that is more complex and deals with third person omniscient.  We are going to read the story titled "Geraldine Moore the Poet".   The story is found in the students' textbook.  One shift in the common core is more complex texts.  The students need to struggle through longer, more complex texts to build that stamina.  They are able to identify point of view and how point of view affects short passages.  Now, I want them to practice working with the longer piece of text. 

I am going to have the students split into their reading groups and work to read the story.  I have the students working in mixed ability groups for every day work, but when we are working with reading and longer texts, I group the students based on ability.  This allows me to work with my struggling readers and check in with my more advanced readers.  I could provide reteaching, read aloud, or provide other modifications as necessary. 

As they read, they need to be practicing the skill of marking up the story.  This is an important practice when building stamina for working with longer texts.  It allows the students time to focus their comprehension and process what they have read.  It also trains the students to stop to ask questions, clarify for understanding and infer based on the text.  I will remind the students to mark the text for point of view, but also events that are important. 

This is a longer piece, so the students will need to finish this story at home.  I may begin reading it aloud with my struggling students.  This will allow them to continue practicing the skill at home.  There are questions at the end of the selection that I will have the students respond to.  These questions have the students work with both the poem and the story to compare the points of view. 

Closure

7 minutes

The students will work to process the information that was presented today.  They will each receive Closure Slips.  This will allow the students to think about what they have learned, identify areas they still struggle with and areas they have found success with during the lesson.  I can use these slips to drive my planning and assess the students.  

By asking students "How do author's develop point of view" I am asking them to not only recall what we learned today, but to analyze how it is created.  I am expecting the students to not get too deep with the explanation-but to mention the use of pronouns.