Christopher Caada

Perspective of the Narrator, 10th Grade, English

Materials Needed
Notebook paper for notes, and a pen or pencil to take notes.
Objectives(s)
Given a text written in first-person narration, the student will be able to identify the way a
text was altered by the narrators point of view.
Given an article from the news, the student will be able to identify a specific audience for
which the writer was writing for.
Context
Prior to this lesson, students will have to be able to identify the differences in first-person
narration and third-person narration. The student will also need to be familiarized with an
omniscient narrator. Students will also need to have some experience working with
generalizations and ambiguous statements, as well as the ability to identify them.
Modifications:
If students are failing to meet the standards for the prior knowledge needed, I will make
sure to familiarize the students with the different forms of narration, as well as work with
generalizations and ambiguity.
SpEd:
All students with physical limitations will have their needs met immediately. Some
students may struggle with the concept of empathy. Empathy is a key element to this
lesson, and those who struggle with the concept will be better equipped to learn about the
lesson with the assistant of a teacher more qualified.
ELL:
There may be some difficulty for English Langue Learners to identify deception and bias
in English while they are still being introduced to the language. It will be important that I
ensure they have been made fully aware of the concepts we are studying.
Anticipatory Focus:
Begin by asking the students why they think opinions differentiate from person to person.
Through questioning, I will establish the students background knowledge about different
forms of narration and the implications of each. I will suggest that by understanding
peoples different perspectives, we can better understand why they think the way they do,
and more importantly, we can respect their opinions and views. Afterward, I will ask the
students to write a quick synopsis of their experience of high-school so far. I will inform
them that they will be shared with their classmates. After establishing that most of the
students have had very different experiences at the same school, the students will better
appreciate how point of view not only alters perspective, but how it also alters the way
stories are told.

Setting Expectations:
We will look at different parts of Huckleberry Finn and ask the students to identify
parts of narration that could be misleading due to the narrators point of view. After
students have shown that they can identify a few examples, I will ask them to offer their
opinions as to why the narrators views are the way they are. I will ask if they believe that
Mark Twain wrote the book with the intention of African-Americans to read. If not, than
whom? By the end of the lesson, students will be able to identify how a text was altered
by the narrators point of view. Students will also be able to identify who the writers
audience was intended to be.
Input:
The majority of the lesson will be a controlled dialogue between myself and the students.
For portions, the lesson will be a lecture, and at some points, the students will be asked to
write short answers alone. Padlet will also be used to work with the class on concepts
outside of the classroom.
Modeling:
Once the students have been explained the initial concepts, as well as having had worked
through their short answer question at the beginning of the lesson, students will be asked,
with initial assistance from myself, to identify some examples of the concepts in the text
we are reading in class. The class will also be shown a video of two political analysts
offering their opinions of the same event.
Checking for Understanding:
At the beginning of the lesson, students will be asked simple questions to help me
identify their knowledge about narration and point of view. I will also ask the students to
identify portions of the text we are studying that appear to be affected by the narrators
perspective. By the end of the lesson, students will be asked to explain how perspective
and point of view alters the text. Students will also be asked to identify the audience of
Huckleberry Finn, as well as the video I will show in class.
Guided Practice:
I will ask the students to write a quick synopsis of their experience of high-school so far. I
will inform them that they will be shared with their classmates. After establishing that
most of the students have had very different experiences at the same school, the students
will better appreciate how point of view alters perspective.
Reteach:
After the lesson is complete, students will be asked to consider what about a narrator
could alter his perspective while doing other lessons. Students will also be asked to
consider the audience the writer is writing to in future lessons.
Independent Practice:
Students will be given an opportunity to practice concepts further outside of the
classroom on Padlet.com.

Mastery Check:
Students will be able to identify the way a text was altered by the narrators point of view.
Students will be asked to consider the perspective of the narrator and consider how the
text is altered because of this perspective. Students will also be asked to consider the
audience of Huckleberry Finn as well as an appropriate news story.
Extension:
For students inclined, I will offer an opportunity to write a paper about what experiences
they have had that they believe has shaped their perspective. Students will be required to
show comprehension of all concepts to receive extra credit.
Closure:
Once the students have shown that they are familiar with all of the concepts we have
covered, I will ask the students directly what they think they have learned. I will use this
opportunity to reinforce all of the concepts that we have gone over, to include, asking
students to consider perspective when it comes to all literature.
Reflective Critique:
The toughest aspect of the creating the lesson was trying to find a way to test the
students knowledge of the concepts. Although, by the end of the lesson, I think I found a
good, measurable way to assess their understanding. Overall, I found the process
enjoyable and relaxing after the initial stress of the assignment.