In this first week, the focus of both multimedia and novel study will be on point of view, using full integration of reading, writing, language and speaking and listening standards throughout. The multimedia lessons and novel study lessons below are presented in tandem, beginning each class with a discussion of multimedia and then moving to the novel study. The length of time spent on each unit will vary, depending on the students you have in front of you and the length of time you have for class.
Lessons for Week 1 for Teaching Point of View RL 6.6, Chapters 1-5
Length of time: 3-5 days, week 1
Objectives: Students will..
Lesson 1: Identifying and Understanding Point of View
Opening questions for discussion: How many of you have ever heard someone tell about what happened at a crime scene? What usually happens if someone else was there and witnessed the same event? (There are different versions of the story). Why does that happen?
T will explain and discuss how various people will tell stories from their own point of view, hence giving a different spin or understanding of the story because it is told from a different perspective.
I DO:
What is point of view? Point of view is the way an author allows a reader to “see” and “hear” what is happening in the text. The point of view shows how a text is narrated and allows the reader to identify the narrator’s opinions and feelings.
Introduce vocabulary:
WE DO:
YOU DO: S will continue in small groups, completing notes. S will share out with peers and the class.
Exit Slip: What is point of view? How can you tell the point of view in a text? Who is the narrator in The Giver? How do you know? What is Jonas feeling at this point in the text?
Lesson 2: Understanding Point of View
T will model using The Giver, Chapter 1, how to analyze the point of view using 3 guiding questions/statements:
WE DO:
Using Chapter 2 (previously read), S will use the 3 questions to analyze point of view of Jonas’s feeling about the assignment. T will monitor and guide discussions.
YOU DO:
Students will read Chapter 4 in small groups and use the 3 guiding questions/statements to discuss the opinions of Jonas concerning Lilly, Mother, and the incident with the apple. Groups will share ideas.
Exit slip: How does an author develop a character’s feelings through the narrator’s point of view?
Lesson 3-4: Integrating Point of View and Writing
Length of time: 3-5 days, week 1
Objectives: Students will..
- understand and identify point of view in literature
- identify the details, opinion, or emotion an author wants to portray through a particular point of view.
- explain how an author develops the point of view, pointing out details and examples that help one understand the opinions or emotions of the speaker or narrator in a text.
- write and examine a text from the point of view of multiple characters.
- ensure that pronouns are in the proper case (subjective, objective, possessive).
- use intensive pronouns (e.g., myself, ourselves).
Lesson 1: Identifying and Understanding Point of View
Opening questions for discussion: How many of you have ever heard someone tell about what happened at a crime scene? What usually happens if someone else was there and witnessed the same event? (There are different versions of the story). Why does that happen?
T will explain and discuss how various people will tell stories from their own point of view, hence giving a different spin or understanding of the story because it is told from a different perspective.
I DO:
What is point of view? Point of view is the way an author allows a reader to “see” and “hear” what is happening in the text. The point of view shows how a text is narrated and allows the reader to identify the narrator’s opinions and feelings.
Introduce vocabulary:
- Pronoun – a word that takes the place of a noun
- First Person – the narrator writes using pronouns “I”, “we”, “myself”,
- Second Person- the narrator writes using the pronouns “you” and “your”
- Third Person (omniscient) - the narrator is outside the story and can “see” the feelings of all the characters
- Third Person (limited) - the narrator is outside the story and can only “see” the feelings of one character
WE DO:
- T will introduce point of view with flocabulary rap - giving students words to read along and sing along. https://www.flocabulary.com/point-of-view/
- T will display examples of various points of view and S will begin to identify points of view with their peers.
- Guiding Questions: Who is the narrator of the text? How do you know? What opinions or feelings can you gather from the narrator?
- T/S will begin reading The Giver, Chapters 1 and 2, and discuss the point of view and the feelings portrayed by it. T will model two column note-taking, and guide S through writing the point of view on one side and citing evidence from the text that displays the point of view and giving feelings or opinions on the right.
YOU DO: S will continue in small groups, completing notes. S will share out with peers and the class.
Exit Slip: What is point of view? How can you tell the point of view in a text? Who is the narrator in The Giver? How do you know? What is Jonas feeling at this point in the text?
Lesson 2: Understanding Point of View
- T will review point of view and discuss/recap what S discovered in lesson 1.
- T will show LearnZillion video from Youtube: Analyzing Point of View http://www.youtube.com/watch?v=_mfmtojhUMs
T will model using The Giver, Chapter 1, how to analyze the point of view using 3 guiding questions/statements:
- Identify the point of view
- Ask: How does this shape the story?
- Ask: Why did the author make this choice?
WE DO:
Using Chapter 2 (previously read), S will use the 3 questions to analyze point of view of Jonas’s feeling about the assignment. T will monitor and guide discussions.
YOU DO:
Students will read Chapter 4 in small groups and use the 3 guiding questions/statements to discuss the opinions of Jonas concerning Lilly, Mother, and the incident with the apple. Groups will share ideas.
Exit slip: How does an author develop a character’s feelings through the narrator’s point of view?
Lesson 3-4: Integrating Point of View and Writing
- T will integrate the knowledge of point of view with the notion of writing from a point of view. See Multimedia Lesson - Writing Integration.
- As students continue to read Ch 4-5, they may continue with note-taking if more assistance is needed and using guiding questions.
- Those ready to move forward will review chapters 4 and 5 and choose a character to focus on: Jonas, Lilly, Mother, Father, Fiona, or Asher. S will use the chart below to examine how the author develops their point of view, opinion and feelings.
I DO:
WE DO:
YOU DO:
POV Assessment:
RAFT can be an assessment and see POV assessment - in the appendix
- T will model taking text evidence and analyzing the thoughts and feelings of that character.
- T will introduce RAFT Strategy, following completion of charts. T will show model of the RAFT writing to allow S an opportunity to write from their character’s point of view.
- RAFT Strategy - http://www.readwritethink.org/classroom-resources/printouts/raft-writing-template-30633.html
WE DO:
- S will work within groups (those who chose the same character) to complete tables and discuss.
YOU DO:
- Complete RAFT writing activity using template (click to view)
POV Assessment:
RAFT can be an assessment and see POV assessment - in the appendix