PointofViewinNarratives

Author:MichelleJelletich
Datecreated:11/14/20148:09PMESTDatemodified:12/01/20147:56PMEST

VITALINFORMATION
TotalNumberofStudents

31students
16male
15female

Area(s)StudentsLiveIn

suburbanandrural

Free/ReducedLunch

80%

EthnicityofStudents

AfricanAmerican/Black:4
AmericanIndian/AlaskanNative:1
Asian/PacificIslander:1
White:10
Hispanic/Latino:15

EnglishLanguageLearners

MisastudentthatisanELLwithaCELDTlevelof4

StudentswithSpecialNeeds

Aisonelevelbelowinreading.
Disanadvancedlearner.

Subject(s)

Art,LanguageArts(English)

TopicorUnitofStudy

PointofViewinNarratives

Grade/Level

Grade4

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Beforethisunitstudentshadbeenlookingatpointsofviewinnarrativesandhadhelpedcreateaposterofonly
thefirst,second,andthirdpersonviewswithoutbreakingdownthirdperson.Inthislesson,studentsarelearning
aboutallthepointsofviewinnarrativeandhowtoapplythisknowledgebycreatingcomicsthatshowthedifferent
pointsofviewinnarratives.Afterthislesson,studentswillchooseapointofviewandwriteanarrativefromthat
perspective.

LearningOutcome(s)

Studentswillbeabletoidentifythepointofviewinanarrativeandcreatefouroftheirowncomics,eachoneshowinga
differentpointofviewthatarecorrectlylabeled,includingnarrativeanddialogue.

Summary

Wewillbeginwithtwopoems,oneasecondpersonviewpointandtheotherathirdpersonviewpoint.
Wewillthendiscussitandtransitionintoapowerpointaboutthedifferentpointsofviewinnarratives,discussingthe
pointsalongthewayandrereadingourinitialpoemstodecidewhichtypestheywere.
Asgroupstheywillworkonaworksheettoidentifywhichpointofviewwasusedineachquestion.
Individuallytheywillbegincreatingtheirowncomicswithdifferentpointsofviewoncetheyhavecompletedthe
worksheet.

Standards

CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade4students:
ContentArea:LiteratureK5
Strand:Reading
Domain:KeyIdeasandDetails
Standard:
2.Determineathemeofastory,drama,orpoemfromdetailsinthetextsummarizethetext.
Domain:CraftandStructure

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Standard:
6.Compareandcontrastthepointofviewfromwhichdifferentstoriesarenarrated,includingthedifference
betweenfirstandthirdpersonnarrations.
Strand:SpeakingandListening
Domain:
ComprehensionandCollaboration
Standard:
1.Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)withdiverse
partnersongrade4topicsandtexts,buildingonothersideasandexpressingtheirownclearly.

Comments

ASSESSMENTS
Assessment/Rubrics

Thiswillbeaformativeassessmenttoseehowwelltheyaregraspingtheideaofpointsofviewinnarrativesbeforewe
beginwritingourstoriesindifferentpointsofview.
Rubrics:
1. ComicsPointofViewinNarratives

Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

Powerpointslides
Notetakingcards
Handoutsfor31onpointsofviewinnarratives
Comicstrippagesfor31

Comments

IMPLEMENTATION
SequenceofActivities

Hook:
IwillbeginwiththehookofreadingtwopoemsfromALightintheAtticbyShelSilversteintogetusstartedinpointsof
viewinnarratives.
Sequence:
Sincewehavealreadylookedatsomepointsofviewpreviously,Iwillaskifanyoneknowswhichtypeofviewwasused
ineachpoem.
WewilldiscusswhattheymightbebeforeIbeginthePowerpoint,suchasIwillask'Whoisreadingthestory?'[Bloom's
Taxonomy:Understand]'Isthestorytoldasifyouwereaflyonthewall?''Howmuchdoweknowaboutthethoughtsof
thepersoninourstory?'Iwillalsobeusingnamestickstocallonstudents.
Iwilltellthestudentsthattodaywewillbelearningaboutallthepointsofviewinnarrativeandthattheywillbe
creatingcomicsthatwillshoweachtypeofview.
BeforeIbeginthepresentation,Iwillhavetwostudents(theclasssecretariesoftheweek)passoutnotecardstoall
students.
Iwillhavestudentswritefirstperson,secondperson,andthirdpersononthefrontofthecard.Onthebackofthe
card,Iwillhavestudentswritethirdpersonandunderneathobjective,limited,omniscient.
Iwillbegintheslideshowandaftereachtypeofnarrativewewillrelookatourpoemsandtryandseeifwecanthen
identifythem.Iwillalsodiscussthevocabularybychoralreadingofeachwordanddiscussingwhatitmeans.
Tier1

Tier2

Tier3

Person

1 stperson

Dialogue

She/he

Pronouns

Objective

They/Their

2 n dperson

Omniscient

Me/I

3 rdperson

Narrator

speaking

Characters

Limited

Duringthepowerpoint,IwillcallondifferentstudentstocomeupandreadtheexamplesoneachslideandthenIwill
callonnamestoidentifywhichtypesofpronounsareusedintheexample[Bloom'sTaxonomy:Remembering]Students
willbeinstructedtowritethedifferentpronounsandhintsforeachoftheviewpointsontheirnotecardstohelpthem
withtheirworksheetandcomics.
Afterwefinishtheslideshow,Iwillhavethestudentshelpmetodecidewhichtypeofnarrativewasusedinourinitial
poems.[Bloom'sTaxonomy:Applying]Thenwewillsurveyourworksheettoseehowwewilldoit.Iwillhavetheones

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ineachtablegrouppassouttheworksheets.Iwilltellthemtheywillbeworkingingroupsonthese.Wewillgoover
thefirstquestiontogetherasaclass.Thestudentswillberemindedthathighlightingthepronounsishelpfulinhelping
tofigureoutwhichtypeofnarrativeitis.
Wewillalsogooverthecomicsatthispointsothatasstudentsfinishtheirworksheettheymaygorightintothecomic.
Thepagesforthecomicwillbeonthebacktableforstudentstoturnintheirworksheetandpickuptheircomicpage.I
willtellthestudentsaboutcreatingacomicandaskifanyoneknowwhatacomicisandhowtoreadone.Iwilltellthem
thataboveisthenarrationandinthesquarewiththepictureisthedialogue.Iwillshowthemthreeexamplesof
differentcomicswherethepointofviewinthenarrationisshown.
Studentswillthenbeginworkingintheirgroupsontheirworksheets.Theywillneedtoexamineeachpassageand
decidewhichtypeofnarrativeitis.[Bloom'sTaxonomy:Analyzing]Studentswillthenneedtosupporttheiranswerwith
theevidencetheyfoundinthepassagethatledthemtotheiranswer.[Bloom'sTaxonomy:Evaluating]Iwillbe
monitoringtheirprogressastheyworkandremindingstudentstoshowtheevidenceofhowtheycametotheiranswer.
Groupsthathavefinishedwillbeturningintheirworksheetatthebacktableandpickinguptheircomicpagetostart
creatingtheircomics.[Bloom'sTaxonomy:Creating]Iwillstillbemonitoringtheirprogressandcheckingtomakesure
thatstudentsarecorrectlycreatingcomicsthatgowiththeirpointofviewbeforetheygettofarintothecreationofit.I
willremindthemofthepronounsontheircardandtothinkofwhoistellingthestory.
Asitgetsclosetorecess,Iwilltellstudentsthatitistimetocleanupandthattheydidagreatjobtodayonworkingon
pointsofview.Iwilltellthemthattheywillhavemoretimetoworkonthecomicsthenextdayandtoputtheirworkin
theirlanguageartsfolders.Iwillhavemysecretariespassoutpostitsandontheirwayouttorecesstheyneedtodoa
ticketoutthedoor,whichtheyarealreadyfamiliarwith,tellingmeonetypeofpointofviewtheylearnedtodayandto
putthemonthewallontheirwayout.

GroupingStrategies

Wewillbeginasawholetodiscussthepoemsinitiallyreadandtogooverthedifferentpointsofviewinnarratives.
Studentswillworkinsmallgroupstoworkontheirpointsofviewworksheets
Studentswillworkindependentlytocreatetheirowncomics.
Wewillcomebacktogetherasawholeclasstoend.

DifferentiatedInstruction

AwillneedtobegroupedwithEbecauseheiscomfortablewithhavingherhelpwithreadingandshewillkeephimon
task.Hewillalsoneedadditionaltimetoworkontheworksheetandthelengthofitwillbemodifiedforhisgroup.He
willalsobeabletoworkasapaironthecomic.
Mwillbegroupedwithagroupthatwillbeabletohelpwithreadingaswell.Heisfairlyproficientandwillnotneed
muchhelp.Iwillalsogivehimadditionalhelpwitheachofthedifferenttypesofthirdpersoninnarratives.Hewillbe
givenadditionaltimetoworkonthisaswell.
Dwillcreatecomicsforallfivedifferenttypesinsteadofthefourandwillneedtoincludeadditionaldialogue.

Comments

REFLECTIONS
PriortoLesson

Iwillknowthatmylearningobjectivesaremetifthestudentsareabletoidentifythedifferenttypesofviewinthe
worksheetandthenapplythattotheobjectiveofcreatingtheirowncomicsusingthevariouspointsofview.
Ianticipatehavingchallengeswithstudentsgraspingtheconceptofdifferenttypesofthirdperson.Iamgoingtowant
toreallyemphasizethedifferencebetweenthedialogueandthenarrationwiththestudentssothattheywillnotbe
confusedwiththepronouns.Ithinkthatthismaygivethemproblems.
Ialsothinkthatsomemayhavesomeissueswithcreatingtheirowncomics,especiallyiftheyareunfamiliarwiththe
flowofacomic.

PostLesson

Overallthelessonwentreallywell.Iwouldneedtocontinuethelessontogivethestudentsmoretimetoworkon
creatingtheirowncomicsbutallstudentswereabletocreateatleastonecomic.
ShorteningtheamountofpagesoftheworksheethelpedalotwithAshtonandMannybeingabletocompletethe
worksheetandtheybothwereabletograsptheideaofthepointsofview.Ialsothinkthatgoingoverthevocabulary
multipletimesinthebeginninghelpedstudentstorememberthedifferenttypesofpointsofview.
Readingthestoriesinthebeginninghelpedkeepstudentsengaged.Ialsothinkthatmonitoringtheirprogressasthey
wentbywalkingaroundtheroomwaskeytokeepandeyeonhowtheyweredoing.
ThereareafewthingsIwouldchangewiththelessoninthefuture.Iwouldfirstcreateachartaswewentwitheach
differenttypesofviewwiththepronounsonit.AlthoughIhadstudentskeeptheirownnotesashints,somedidapoor
jobofitandwouldhavebenefitedfromhavingachartatthefrontoftheroom.Thiswouldhavealsoeliminatedme
havingtoreexplainsomeofthepronounsthatwentwitheachtypeofview.
Iwouldhavealsomodeledthecomicinsteadofjustgivingexamples.Igaveanexampleofacomicwithapointofview
butIthinkitwouldhavebeenmorebeneficialifIhadcreatedthecomiconthedocprojectorsotheywouldhavehadan
ideaofhowtostartit.TheyhaddifficultiesgettinggoingonitandIhadtoshowmanyofthemmultipletimesthehowit
worked.Itdidhelphavingtheexampleup,butIthinkmodelingwouldhaveworkedbest.
Ithinkthishelpedmethinkaboutwaystomodifyforstudentswithdifficultiesandhowtoexplaincomplextopicsto
studentsandthatbyactuallytryingtofigureoutthetypesontheirownwasthebiggesthelpinthemunderstandingthe
differenttypesofview.

Comments

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