Lesson 8 - Point of View

🕐 Lesson Overview

Bellringer - Journal Writing
Finish Chapter 3 (if needed)
Notes: Point of View

⭐ Objectives

I can practice perspective-taking.
I can use narrative techniques, such as dialogue, pacing, description, and reflection.

📏 Standards

🗽 NYSNGSS

8R3 - RL:
In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision.
8R6 - RL:
In literary texts, analyze how the differences between the point of view, perspectives of the characters, the audience, or reader create effects such as mood and tone.
8L6:
Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.
8W3:
Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details and clear sequencing.
8W3a:
Engage the reader by establishing a point of view and introducing a narrator and/or characters.
8W3b:
Use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and/or characters.

💖 SEL

2A.3a:
Practice perspective-taking to infer understanding of others’ thoughts, feelings, and intentions.
2B.3b:
Demonstrate understanding of how culture or life experience shapes communication within and between identity groups.

🗒️ Lesson Plan

Anticipatory Set

The teacher will read and display the following quote from The Outsiders:

"It seemed funny to me that the sunset she saw from her patio and the one I saw from the back steps was the same one. Maybe the two different worlds we lived in weren't so different. We saw the same sunset."

Students will respond to the quote in their journals, using the following questions as jumping off points:

Who is Ponyboy talking about?
How are the Socs and the greasers similar?
What is the significance of the sunset?

After sufficient writing time has elapsed, the teacher will invite students to share their responses. The class will then review the agenda and objectives.

Developmental Activity

The class will resume reading aloud from Chapter 3, picking up where they left off in the previous lesson. The teacher will use the Equity Sticks strategy to select readers on a paragraph-by-paragraph basis. The teacher will pause the reading to check for understanding, introduce new vocabulary, or explain unfamiliar concepts.

After finishing the chapter, the teacher will review the following information about point of view. Students will copy the first two bullet points in their journals as notes.

In literature, point of view describes how the story is told.

In first-person point of view, the narrator is a character in the story, and they tell it from their perspective. The narrator uses the pronouns "I," "me," and "my."

In third-person point of view, the narrator is outside of the story and refers to characters in the third person ("he said" or "she said" — never "I").

In third-person limited, the narrator sticks to one character's perspective (e.g. Harry Potter).

In third-person omniscient, the narrator is "all knowing" — they can describe multiple characters' thoughts, perspectives, and actions.

The teacher should provide examples from previously read texts in the school's curriculum. Additionally, the teacher should show screenshots from video games as visual examples: Mario Kart is a third-party game because the player can see their selected character; a racing game where the player can shift the camera to behind the wheel is first-person.

Closure

The teacher will introduce the Point of View Practice writing assignment and the rubric that will be used for grading. Students will use the remaining class time to write. An additional class day may be provided for writing time or students might be required to write outside of class.