Beacon Lesson Plan Library

Point of You

Joan Jackson

Description

Students learn about point of view by rewriting an existing narrative paragraph (using a different point-of-view). Students expand this knowledge by writing an expository paragraph, then rewriting it to reflect a different point-of-view.

Objectives

The student discusses the meaning and role of point of view in a variety of texts.

The student selects and uses a format for writing which addresses the audience, purpose, and occasion (including but not limited to narrative, persuasive, expository).

The student understands the role of point of view in a literary or informational text.

The student knows the point of view of a literary work and how it affects the story line.

Materials

--Narrative Paragraph (teacher-created or any other source)
--Chalk/Dry Erase Board OR Overhead Projector
--Chalk, Dry-Erase Markers, OR Overhead Pens
--Paper/Pencils
--'Point of You' Questions/Assessment (one copy for each student)

Preparations

1. Create a narrative paragraph that describes a considerable amount of action so students will be able to see the differences in point of view more easily. In lieu of creating a paragraph, you may use a paragraph from any text that is not copyrighted.
2. Create a transparency of the paragraph you will use, or copy the paragraph on the board.
3. Download and copy the 'Point of You' assessment sheet (attached file) for each student.

Procedures

Day One
a. Write 'Point of You' on the board/overhead to gain students' attention and find out if anyone recognizes your play on words. Change it to 'Point of View'. Ask students to think about a time when they tried to get their parents to allow them to do something they really wanted to do, but their parents wouldn't let them do it, making it seem as though their parents just didn't understand their 'side' of things.

b. Dramatize a personal experience for the students to show how the role of point of view plays an important part in our ability to understand a situation, or even what we read. (I like to relate an experience about a time during middle school when I was not allowed to wear the clothes of 'my' choice. I felt as though my parents didn't understand why I wanted to wear them, and I certainly didn't understand why they didn't want me to wear them. Our differing points of view led to more than one misunderstanding during those middle-school years.) First, enter the room as your teenage self and describe, in teenage terminology, the time your parents wouldn't let you wear some particular piece of clothing (Use a lot of emotion, OR just keep your arms crossed the entire time). Then, leave the room and reenter as one of your parents. This time you'll relate what happened in a very calm way, using more 'logical' reasoning for your decision about the clothing. Leave the room one final time and reenter as yourself (Thank goodness!).

c. Explain that point of view is the way people see/experience things differently than others do. Discuss how being aware of different points of view can enable them to understand other people's thoughts/reactions related to experiences, as well help them have a better understanding of what they read.

d. Display the narrative paragraph on the board/overhead.

e. Call on students to identify the person who is telling the story. Is it first person (told from the view of a character in the story), or is it third person (told from the view of someone other than a character in the story)?

f. Discuss how a first-person point of view can be the best way to tell a story. Discuss how a third-person point of view can be the best way to tell a story.

g. Show how the story line would be different if told from another point of view. With the students' help, rewrite the paragraph using a different point of view. Draw attention to the way both paragraphs tell the same story with regard to what happened, but how the rewrite enabled them to see the events in a different way, which is another point of view.

h. Have students write an expository paragraph that describes an object (CD, make-up, skateboard, pencil, etc.) and how the object is used.

Day Two
i. Have students to imagine their objects as having the ability to speak. Ask them to rewrite their paragraphs from the object's point of view, making sure to include all of the facts given in the first paragraph. Remind students that the objects might want to add some information about how they feel. Circulate to assist students who might need a sentence or two to get them started.

g. Call on volunteers to share both of their paragraphs.

h. Distribute the 'Point of You' sheet. Have students respond to the questions, and staple them behind their paragraphs before you collect them.

i. Complete the 'Point of You' sheet to determine each student's achievement of the selected SSS.

Assessments

Use the 'Point of You' sheet (file available in this lesson), attached to students' work, to assess students' achievement of the selected SSS. A combined score may be earned on all three pieces (para.1 @25 points, para.2 @25 points, and the 'Point of You' questions/responses @ 50 points--10 pts. per item).
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