Point of View in NarrativesAuthor: Michelle JelletichDate created: 11/14/2014 8:09 PM EST ; Date modified: 12/01/2014 7:56 PM EST

VITAL INFORMATION

Total Number of Students 31 students

16 male

15 female

Area(s) Students Live In suburban and rural

Free/Reduced Lunch 80%

Ethnicity of Students African American/Black: 4

American Indian/Alaskan Native: 1

Asian/Pacific Islander:1

White: 10

Hispanic/Latino: 15

English Language Learners M is a student that is an ELL with a CELDT level of 4

Students with Special Needs A is one level below in reading.

D is an advanced learner.

Subject(s) Art, Language Arts (English)

Topic or Unit of Study Point of View in Narratives

Grade/Level Grade 4

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KEY CONCEPTS & STANDARDS

Big Idea & EssentialQuestions

Before this unit students had been looking at points of view in narratives and had helped create a poster of onlythe first, second, and third person views without breaking down third person. In this lesson, students are learningabout all the points of view in narrative and how to apply this knowledge by creating comics that show the differentpoints of view in narratives. After this lesson, students will choose a point of view and write a narrative from thatperspective.

Learning Outcome(s) Students will be able to identify the point of view in a narrative and create four of their own comics, each one showing adifferent point of view that are correctly labeled, including narrative and dialogue.

Summary ­We will begin with two poems, one a second­person viewpoint and the other a third­person viewpoint.

­We will then discuss it and transition into a power point about the different points of view in narratives, discussing thepoints along the way and re­reading our initial poems to decide which types they were.

­As groups they will work on a worksheet to identify which point of view was used in each question.

­Individually they will begin creating their own comics with different points of view once they have completed theworksheet.

Standards CA­ California Common Core State Standards (2012)Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Grade: Grade 4 students:

Content Area: Literature K–5

Strand: Reading

Domain: Key Ideas and Details

Standard:2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Domain: Craft and Structure

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Standard:6. Compare and contrast the point of view from which different stories are narrated, including the differencebetween first­ and third­person narrations.

Strand: Speaking and Listening

Domain:Comprehension and Collaboration

Standard:1. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacherled) with diversepartners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

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ASSESSMENTS

Assessment/Rubrics This will be a formative assessment to see how well they are grasping the idea of points of view in narratives before webegin writing our stories in different points of view.

Rubrics:

1. Comics Point of View in Narratives

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MATERIALS AND RESOURCES

Instructional Materials &Technology (handouts, etc.)

­Powerpoint slides

­Note­taking cards

­Handouts for 31 on points of view in narratives

­Comic strip pages for 31

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IMPLEMENTATION

Sequence of Activities Hook:

I will begin with the hook of reading two poems from A Light in the Attic by Shel Silverstein to get us started in points ofview in narratives.

Sequence:

­Since we have already looked at some points of view previously, I will ask if anyone knows which type of view was usedin each poem.

­We will discuss what they might be before I begin the Powerpoint, such as I will ask 'Who is reading the story?'[Bloom'sTaxonomy: Understand] 'Is the story told as if you were a fly on the wall?' 'How much do we know about the thoughts ofthe person in our story?' I will also be using name sticks to call on students.

­I will tell the students that today we will be learning about all the points of view in narrative and that they will becreating comics that will show each type of view.

­Before I begin the presentation, I will have two students (the class secretaries of the week) pass out notecards to allstudents.

­I will have students write first­person, second­person, and third­person on the front of the card. On the back of thecard, I will have students write third person and underneath objective, limited, omniscient.

­I will begin the slideshow and after each type of narrative we will re­look at our poems and try and see if we can thenidentify them. I will also discuss the vocabulary by choral reading of each word and discussing what it means.

Tier 1 Tier 2 Tier 3

Person 1st person Dialogue

She/he Pronouns Objective

They/Their 2nd person Omniscient

Me/I 3rd person Narrator

speaking Characters Limited

­During the powerpoint, I will call on different students to come up and read the examples on each slide and then I willcall on names to identify which types of pronouns are used in the example [Bloom's Taxonomy: Remembering] Studentswill be instructed to write the different pronouns and hints for each of the viewpoints on their notecards to help themwith their worksheet and comics.

­After we finish the slideshow, I will have the students help me to decide which type of narrative was used in our initialpoems. [Bloom's Taxonomy: Applying] Then we will survey our worksheet to see how we will do it. I will have the ones

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in each table group pass out the worksheets. I will tell them they will be working in groups on these. We will go overthe first question together as a class. The students will be reminded that highlighting the pronouns is helpful in helpingto figure out which type of narrative it is.

­We will also go over the comics at this point so that as students finish their worksheet they may go right into the comic. The pages for the comic will be on the back table for students to turn in their worksheet and pick up their comic page. Iwill tell the students about creating a comic and ask if anyone know what a comic is and how to read one. I will tell themthat above is the narration and in the square with the picture is the dialogue. I will show them three examples ofdifferent comics where the point of view in the narration is shown.

­Students will then begin working in their groups on their worksheets. They will need to examine each passage anddecide which type of narrative it is. [Bloom's Taxonomy: Analyzing] Students will then need to support their answer withthe evidence they found in the passage that led them to their answer. [Bloom's Taxonomy: Evaluating] I will bemonitoring their progress as they work and reminding students to show the evidence of how they came to their answer.

­Groups that have finished will be turning in their worksheet at the back table and picking up their comic page to startcreating their comics. [Bloom's Taxonomy: Creating] I will still be monitoring their progress and checking to make surethat students are correctly creating comics that go with their point of view before they get to far into the creation of it. Iwill remind them of the pronouns on their card and to think of who is telling the story.

­As it gets close to recess, I will tell students that it is time to clean up and that they did a great job today on working onpoints of view. I will tell them that they will have more time to work on the comics the next day and to put their work intheir language arts folders. I will have my secretaries pass out post its and on their way out to recess they need to do aticket out the door, which they are already familiar with, telling me one type of point of view they learned today and toput them on the wall on their way out.

Grouping Strategies ­We will begin as a whole to discuss the poems initially read and to go over the different points of view in narratives.

­Students will work in small groups to work on their points of view worksheets

­Students will work independently to create their own comics.

­We will come back together as a whole class to end.

Differentiated Instruction ­A will need to be grouped with E because he is comfortable with having her help with reading and she will keep him ontask. He will also need additional time to work on the worksheet and the length of it will be modified for his group. Hewill also be able to work as a pair on the comic.

­M will be grouped with a group that will be able to help with reading as well. He is fairly proficient and will not needmuch help. I will also give him additional help with each of the different types of third person in narratives. He will begiven additional time to work on this as well.

­D will create comics for all five different types instead of the four and will need to include additional dialogue.

Comments

REFLECTIONS

Prior to Lesson I will know that my learning objectives are met if the students are able to identify the different types of view in theworksheet and then apply that to the objective of creating their own comics using the various points of view.

I anticipate having challenges with students grasping the concept of different types of third person. I am going to wantto really emphasize the difference between the dialogue and the narration with the students so that they will not beconfused with the pronouns. I think that this may give them problems.

I also think that some may have some issues with creating their own comics, especially if they are unfamiliar with theflow of a comic.

Post­Lesson Overall the lesson went really well. I would need to continue the lesson to give the students more time to work oncreating their own comics but all students were able to create at least one comic.

Shortening the amount of pages of the worksheet helped a lot with Ashton and Manny being able to complete theworksheet and they both were able to grasp the idea of the points of view. I also think that going over the vocabularymultiple times in the beginning helped students to remember the different types of points of view.

Reading the stories in the beginning helped keep students engaged. I also think that monitoring their progress as theywent by walking around the room was key to keep and eye on how they were doing.

There are a few things I would change with the lesson in the future. I would first create a chart as we went with eachdifferent types of view with the pronouns on it. Although I had students keep their own notes as hints, some did a poorjob of it and would have benefited from having a chart at the front of the room. This would have also eliminated mehaving to re­explain some of the pronouns that went with each type of view.

I would have also modeled the comic instead of just giving examples. I gave an example of a comic with a point of viewbut I think it would have been more beneficial if I had created the comic on the doc projector so they would have had anidea of how to start it. They had difficulties getting going on it and I had to show many of them multiple times the how itworked. It did help having the example up, but I think modeling would have worked best.

I think this helped me think about ways to modify for students with difficulties and how to explain complex topics tostudents and that by actually trying to figure out the types on their own was the biggest help in them understanding thedifferent types of view.

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