Teacher Resource Guide

Point of View

Standards:
CCSS.ELA-LITERACY.RL.3.6/4.6/5.6

Compare and contrast the point of view from which different stories are narrated, including the
difference between first- and third-person narrations.

Notes:
Times allowed for activities are just a suggestion. You may adjust how long you give students to
complete activities. Daily handouts may be printed or uploaded to your learning management
system.

Weekly Overview:
This week students will learn about the different points of view in literature, the difference between
point of view and perspective, analyze and discuss the impact that point of view and perspective
have on the reader’s understanding of the events of a story and practice using these techniques in
their own creative writing.

Day 1:

The Launch

Review the learning targets with students and distribute Day 1 student handouts. Allow them time
to work on the warm up. Discuss their answers with them and then move into core instruction for the
day.

Core Instruction

Direct instruction today begins on slide 4 with defining point of view. Students will fill in the
underlined words on the slide in the Daily Notes section of the student handout. Afterwards move on
to slide 5-9. In these slides, you will define the point of view, students will fill out their notes, and
then, you’ll read an example for each point of view. These examples are on the slide beside the
definition. As you read the examples, have students identify the “keywords” and circle them.

Guided Practice

Explain to students that you’re going to be reading a story from 3 different points of view. As a class,
you will read the passage, circle the keywords, and identify the point of view.
Ask a student to read the story for you. Then, annotate as a class. Students will annotate their
passage on their daily handout.

After you read the 3 different passages, identified keywords and point of view, you will teach
students how to write a point of view statement.

On slide 17, it mirrors what is on students papers. Explain to them, In the first blank, they will explain
their feelings about the mouse after reading the story from the cat’s point of view. They will give a
piece of evidence from the text to support their answer. Next, students will explain their feelings
about the cat after reading the story from the mouse's point of view. They will give a piece of
evidence from the text to support their answer. Finally, they will explain how there after reading both
parts of the story deepened their understanding of both characters.

**You may do this as a class OR you can allow students to complete this activity independently.

Afterwards, allow students to complete the Exit Ticket and now you’re ready for Day 2.

Day 2

The Launch

Review the learning targets with students and distribute Day 2 student handouts. Allow them time
to work on the warm up. Discuss their answers with them and then move into core instruction for the
day.

Core Instruction

Today you’ll begin on slides 4 and 5. You will define perspective and explain to students how it
differs from point of view. Students will write the underlined words in the blanks located in the Daily
Notes section of their student handout.

After students have learned the difference between perspective and point of view, you can move
onto guided practice for the day.

Guided Practice

**You can do the first passage with students and then allow them to complete the rest individually or
you can do all three passages as a class.

Explain to students that you’ll be reading about the same event from 3 different perspectives. Have a
student read the passage, work together to highlight or circle details that hint at the perspective and
finally identify from whose perspective the story is told.
Next explain to students how to write the perspective impact statement on slide 10. Students will
identify whose perspective each passage was told from. Then, they will explain how hearing the
story from their perspective helped the reader to better understand “the move” that was taking place
in the story. The differing perspectives allow the reader to understand how Jaime, his parents, and
even the house felt about the move. This activity will allow students to see the value and importance
of perspective.

You can allow them to write the statement individually or you can write it as a whole class.

Afterwards, allow students to log onto Read Theory and complete 15 minutes of practice on the
website.

Students may then complete the Exit Ticket.

Now you’re ready for Day 3.

Day 3:

The Launch

Review the learning targets with students and distribute Day 3 student handouts. Today’s warm up
is a whole class game for the warm up. Each slide has a different slogan from different products that
students might be familiar with. They will call out the correct point of view of the slogan!

After, you can move into today’s activities.

Group Practice

Today students will work together to analyze 3 different photos. For each picture, they will fill in their
chart located under Activity 1. They will write a 2-3 sentence summary of what is happening in the
photo, identify possible perspectives, explain which point of view they think the story would best be
told from and give the photo a title.

Allow students time to work through each photo, giving groups around 10 minutes per photo. Once
they have finished, discuss what they thought about each photo. You can allow them to add onto
their charts. This will help them for the next activity.

Next, you can explain Activity #2, which will be completed individually.

Independent Practice

On slide 17 explain the directions for Activity #2, a creative writing activity. For this activity, students
will choose their favorite photo of the three. They will write a story about the photo from the
perspective and point of view of their choosing. Reiterate to them to use the correct keywords so
that their point of view is made clear to the reader.

If students have a hard time choosing, you can always assign a photo, point of view and perspective
to them.
Allow students time to write their stories.

Once they’re all done, students can share their reading OR swap papers with a partner and practice
identifying the point of view and perspective.

Students will then complete the Exit Ticket and you’re ready for Day 4.

Day 4:

The Launch

Review the learning targets with students and distribute Day 4 student handouts. Allow them time
to work on the warm up. Discuss their answers with them and then move into today’s activities.

Independent Practice

Today, students will be writing about a photo from 2 different points of view. This activity is
designed to help them feel comfortable writing from different points of view and to truly master
telling the difference between the different points of view.

On slide 4 you will explain the activity to students and on slide 5 there is an example. On the slide is
the picture that the stories are based on. One passage is written from 1st person point of view. The
second passage is written using 3rd Person Limited. Reiterate to students, their responses do not
have to be very long, 4-5 sentences is completely appropriate for this activity.

After students understand the directions for today’s activity, allow them to begin working. On slides
6-8 are the photos and points of view they’ll be writing about. You can do all three photos or just
choose 1-2.

After students have finished their stories. Allow students to read their work to their classmates! Then
they can log onto Read Theory and work on the website for at least 15 minutes. Afterwards, they
can complete the Exit Ticket. Now you’re ready for Day 5.

Day 5:

The Assessment

Hand out the assessment for students and then go over the directions on the slide. Students who
finish the assessment early may log onto Read Theory and work until everyone has completed the
assessment.