Lesson 1

Name: Stephanie Willmarth

Date: Monday, February 24, 2014
Subject of Lesson: Reading: Identifying Narrator Time Estimate: 30 minutes
Grade Level: Fourth Grade
PLANNING AND PREPARATION
Central Focus: Lesson Purpose and Rationale
When reading a book, it is important to comprehend who is telling the story. Opinions,
perspectives, and information known by the reader and characters rely on the narrator of a story. A
topic that directly correlates with the identity of the narrator of a story is point of view. Is the book
being told from a first-person perspective or a third-person point of view? Depending upon the
narrator and point of view, the information known by the reader can vary in nature and in bias.
Throughout the three consecutive lessons about narrator and point of view, the students will
understand why different perspectives and different storytellers make a drastic difference in the flow
of events of a story. Students will learn to identify the narrator of a story, interpret if the story is told
from a first-person or third-person perspective, and infer how a story changes with different
perspectives and varying narrators.
Specific Common Core Learning Standards (CCLS)
Reading Standards for Literature: Craft and Structure
6. Compare and contrast the point of view from which different stories are narrated, including the
difference between first- and third-person narrations.
Pre-Assessment Data
This lesson is an introductory lesson to the concepts of narrator and point of view. Therefore, no
data has been recorded that is directly related to the ability of the students in identifying the narrator
and the point of view of a book. In relation to the lesson objective, all students have been reading a
personally chosen book that is at an appropriate level for each individual student. The students
have had practice in reflecting upon their independent reading book, recording a summarizing
sentence in a log after every Reading class. Not only have the students had practice with reflecting
upon what they are reading and with applying literary vocabulary to their book, but they have also
been given several mini-lessons in properly composing a sentence. All students know the
mechanics of a sentence and understand how to use appropriate capitalization and punctuation.
Lesson Objectives
Given the definition of first-person and third-person narration, the student will write a sentence
interpreting whether a book is written from a first-person or third-person point of view, with room for
error in spelling and grammar.
Modifications/Accommodations
Modifications
Accommodations
There are no students in the class with an
- Preferential seating in which a student is
Individualized Education Plan, and there are no
placed close to the teacher will be provided
modifications for this lesson.
to students who benefit from proximity to
instruction.
- Students will be assigned seats in order to
prevent behavior conflicts.
- Student A, B, C, and D will be provided
support by a supplementary school
personnel in completing the writing task.
- Student A, B, C, and D will be given
additional time to complete the writing task.
Research-Based Strategies
- Direct vocabulary instruction defining narrator verbally and in writing.

Reinforcing effort and giving praise occurs throughout the lesson to support student
thinking and active participation.
- Provide a model model how readers know certain books are of a first person or third
person narrative by thinking out loud.
- Setting objectives and providing feedback the students understand the learning
objective of classifying their independent reading book as a first person or third person
narrative in writing. Feedback will be provided to support the students in completing the
learning goal.
- Questioning ask questions throughout the lesson and check for responses from students.
- Check for student understanding ask students to explain how they know the point of
view of their independent reading book.
Materials/Resources
- Narrator & Point of View instruction poster
- Students independent reading books
- Students reading notebooks
- Pencil (1 per student)
- Narrator & Point of View note sheet
- Sticky note (1 per student)
- Glue stick (1 per partner pair)
Arrangement of Physical Space and Students
The students will be seated on the Reading Rug surrounding the Reading Chair and Reading
Board, with their focuses drawn to the Reading Board. The students will be seated with their legs
crossed and with their notebooks, pencil, and independent reading book in their lap.
-

Hallway Door

Assignment Drop
Box & Supplies

Storage Cabinets & Drawers

SmartBoard (Front)

Teacher Workspace

Meeting Rug

Student Table 3

Reading
Rug

Student Table 2

Student Table 4

Computer 2 & 3

Telephone

Steps
A. Introduction

Student Mailboxes

Student Writing & Work Space

Reading
Chair

Library

Computer 1

Student Table 1

Reading
Board

Library

INSTRUCTION
Key Questions, Comments, Directions, Assessments
Anticipatory Set: What is the difference between the following sentences?
(say the sentences verbally)
Miss Willmarth is going to bake chocolate chip cookies.
MmmmmI think that I am in the mood to bake some chocolate chip
cookies.
Encourage students to provide answers to the posed question, supporting a
variety of student responses. If a student identifies a major difference relating
to the person who is narrating the story, take the opportunity to introduce the

lesson.

B. Lesson
Body

Hook: You may have noticed that one of these sentences sounds like
someone else stating that I will be baking chocolate chip cookies. The other
sentence is me talking about my plans to bake.
You just learned a new vocabulary word narrator. The person that tells a
story is called the narrator.
Present the Narrator and Point of View instruction poster.
Model: I said two sentences to you. My first one was: Miss Willmarth is going
to bake chocolate chip cookies. My second sentence was: MmmmmI think
that I am in the mood to bake some chocolate chip cookies. Now that you
know that a narrator is the person who tells the story, we can look at the
difference in the narrator between these two sentences.
When I am talking about myself baking the cookies, I am the person
participating in the action. This is called the first person point of view.
Reinforce that the first person point of view occurs at the character level. Sit
on the floor with the students, and state the first person narrative sentence
one more time (MmmmmI think that I am in the mood to bake some
chocolate chip cookies.) Emphasize that I am speaking to the listener, about
my own actions, at the listeners level.
On the other hand, I also gave you a sentence that was told by a person other
than myself. When the person telling the story is not participating in the
action of the story, it is called the third person point of view.
Reinforce that the third person point of view occurs from an outside
perspective by standing on top of the reading chair looking over the students.
Restate the third person narrative sentence (Miss Willmarth is going to bake
chocolate chip cookies.) Emphasize that I am the one doing the baking, but
someone else is telling the story of me baking. Therefore, the third person
perspective is told from a perspective that is above the characters (just as I
am physically standing above the students).
Guided Practice: Use the group read aloud book as an example of
interpreting whether a book is told from a first person point of view or a third
person point of view.
You seem to love the book Fablehaven, by Brandon Mull, which you have
been reading as a class. I am going to read you the first few sentences of
Fablehaven, and I want you to tell me who the narrator is, and if the narrator
is a character.
Read the opening sentences of Fablehaven aloud.
Who is the narrator of Fablehaven? Is the narrator a character in the book?
Is the story told from a first person point of view or a third person point of
view?
Sometimes it is difficult to decide whether a story is told from a first person or
third person narrative. Luckily, we have some clue words that can help us

interpret the book as a first person or third person perspective!

Review the clue words that can assist students in interpreting whether a
story is a first person or third person narrative (listed on the Narrator and Point
of View instruction poster).
Independent Practice: Distribute one Narrator & Point of View note sheet to
every student. Verbally assign partners that need to share a glue stick.
Instruct the students to glue the note sheet in to the next blank page of their
reading notebooks. Describe that the note sheet includes the same
information that is listed on the poster.

C. Closure

Now that you have had practice in interpreting the narrator of a book and
deciding whether the story is from a first person or third person point of view,
you will practice reflecting upon your independent reading book.
Instruct the students to complete the bottom half of the note sheet that they
glued in their notebook. The students will interpret the narrator of their
independent reading book and the point of view from which the story is told.
Pause the students in their written work, and draw their attention back up to
instruction. Explain to the students that before beginning independent reading
for the day, they will need to bring their independent reading book and
completed note sheet to the teacher to be checked for accuracy.
If a student has correctly interpreted the narrator and point of view of his or
her independent reading book, he or she will receive a sticky note. On the
sticky note, he or she will write the title of their independent reading book and
post it in the appropriate column of the instruction poster (either in the first
person point of view or third person point of view column). Once completed,
the student may begin independent reading time.

D. Follow-up
Activities

If a student incorrectly interprets the narrator and/or the point of view of his or
her story, support the student by asking guiding questions. Prompt the
student to use the clue words listed on the poster to identify the point of view
that the story is told from. If needed, read the opening section of the students
independent reading book and support the student in finding the narrator and
point of view. Once the student has corrected his or her note sheet with the
correct narrator and point of view, he or she may complete the sticky note
activity that is described above.
- For the next two days, the students will be further exploring narrator and
point of view through the reading of Voices in the Park, by Anthony Browne.
Practice will be given in identifying the narrator, interpreting the point of view
of a story, and explaining how the point of view of a story affects the plot,
opinion, and mood of a book.
- The students will be given an informal assessment of interpreting the
narrator and point of view of a story with a homework assignment.
- Continual practice in interpreting narrator and point of view of a story will be
provided in group read alouds, morning work, homework, and reflections on
independent reading.

Lesson 2
Name: Stephanie Willmarth
Subject of Lesson: Reading: Point of View
Grade Level: Fourth Grade

Date: Tuesday, February 25, 2014

Time Estimate: 30 minutes

PLANNING AND PREPARATION

Central Focus: Lesson Purpose and Rationale
When reading a book, it is important to comprehend who is telling the story. Opinions,
perspectives, and information known by the reader and characters rely on the narrator of a story. A
topic that directly correlates with the identity of the narrator of a story is point of view. Is the book
being told from a first person perspective or a third person point of view? Depending upon the
narrator and point of view, the information known by the reader can vary in nature and in bias.
Throughout the three consecutive lessons about narrator and point of view, the students will
understand why different perspectives and different storytellers make a drastic difference in the flow
of events of a story. Students will learn to identify the narrator of a story, interpret if the story is told
from a first person or third person perspective, and infer how a story changes with different
perspectives and varying narrators. This lesson specifically focuses on changing point of views.
Students will learn to identify how varying perspectives can change the mood, theme, and events of
a moment in time.
Specific Common Core Learning Standards (CCLS)
Reading Standards for Literature: Craft and Structure
6. Compare and contrast the point of view from which different stories are narrated, including the
difference between first- and third-person narrations.
Pre-Assessment Data
This lesson takes place one day after the introductory lesson about narrator. All eighteen students
have received instruction about the definition of narrator and the difference between the first person
and third person point of view. At the end of preceding lesson, the students were given the informal
assessment of identifying their independent reading book as being told from a first person or third
person point of view. Knowing that the students would receive at least two more additional days of
instruction about narrator and point of view, the assessment was very informal and gauged where
the students level of understanding was after one day of instruction on the topic. Students wrote
one sentence in the format of I know that my book is told from a (first person/third person)
point of view because (reason). About four out of the eighteen students struggled with the
assessment, not knowing how to identify their book as first-person or third-person narration. These
four students guessed about the point of view from which their book was told, not knowing how to
support their inference with educated reasoning. The four students who struggled with the
assessment were confused by dialogue within their book, not knowing how to classify the book by
point of view.
Lesson Objectives
Given the verbal narration of Voices in the Park, by Anthony Browne, the student will write one
sentence about how one characters point of view makes them feel, with room for error in grammar
and writing mechanics.
Modifications/Accommodations
Modifications
Accommodations
There are no students in the class with an
- Preferential seating in which a student is
Individualized Education Plan, and there are no
placed close to the teacher will be provided
modifications for this lesson.
to students who benefit from proximity to
instruction.
- Students will be assigned seats in order to
prevent behavior conflicts.

Student A, B, C, and D will be provided

support by a supplementary school
personnel in completing the writing task.
Student A, B, C, and D will be given
additional time to complete the writing task.

Research-Based Strategies
- Direct vocabulary instruction defining narrator and point of view verbally and in
writing.
- Reinforcing effort and giving praise occurs throughout the lesson to support student
thinking and active participation.
- Provide a model model how a book can affect the readers feelings and mood, based
upon point of view, word choice, and illustrations.
- Setting objectives and providing feedback the students understand the learning
objective of writing one sentence about how Voice One of Voices in the Park makes them
feel. Feedback will be provided to support the students in completing the learning goal.
- Questioning ask questions throughout the lesson and check for responses from students.
- Check for student understanding ask students to explain how they know the point of
view of their independent reading book.
Materials/Resources
- Narrator & Point of View instruction poster - Voices in the Park & Point of View instruction poster
- Clipboard (1 per student)
- Pencil (1 per student)
- Voices in the Park worksheet
- Voices in the Park by Anthony Browne
- SmartBoard, projector, & computer
Arrangement of Physical Space and Students
The students will be seated on the Reading Rug surrounding the Reading Chair and Reading
Board, with their focuses drawn to the Reading Board. The students will be seated with their legs
crossed and with their clipboards and pencils ready in their lap. The teacher will have the
worksheet ready for later use.
Hallway Door

Assignment Drop
Box & Supplies

Storage Cabinets & Drawers

SmartBoard (Front)

Teacher Workspace

Meeting Rug

Student Table 3

Reading
Rug

Student Table 2

Student Table 4

Computer 2 & 3

Telephone

Steps
C. Introduction

Student Mailboxes

Student Writing & Work Space

Reading
Chair

Library

Computer 1

Student Table 1

Reading
Board

Library

INSTRUCTION
Key Questions, Comments, Directions, Assessments
Anticipatory Set: Present Point of View by Shel Silverstein on the

SmartBoard. Read the poem aloud to the students.

Ask the students about that reaction to the poem. How do the events that
make us happy change when it is told from another characters point of view?

D. Lesson
Body

Hook: Sometimes when the point of view changes, the mood or themes of a
story also change. We will be reading Voices in the Park, by Anthony Browne,
today. The story portrays the same moment in time from the perspective of
four different characters.
Present Voices in the Park, by Anthony Browne.
I am going to read Voices in the Park, by Anthony Browne. This book has a
structure that is unique from many other books. The story portrays the same
moment in time from four different perspectives all first person points of
view! What does it mean that there are four different voices, each with a first
person perspective?
Emphasize that each voice within the book is experiencing the same events
that happen in a park. There are four different perspectives, however, each
perspective is a first person point of view.
Model: As I read Voices in the Park, by Anthony Browne, I want you to just
listen and observe. Look at the illustrations, the colors, the fonts that are
used, and think about how each character talks, what they may sound like,
and how they are feeling throughout the events that are taking place.
Read Voices in the Park aloud, giving the students adequate time to observe
the illustrations and take-in the characters voices.
Did you notice that the same events in the park are being told from four
different perspectives? What were the four points of view that you heard?
Identify the four characters from which the story is narrated by. Emphasize
that each of the four characters tells the story from his or her point of view.
Because each of the characters experienced the events, the book is told from
a first person point of view.
Guided Practice: Present the Voices in the Park & Point of View instruction
poster. Explain that the chart has a section for the class to record their
thoughts about each voice.
As we read the story, you may have noticed that your mood and feelings
changed with the different voices. Each of the characters told the story with a
different emotion, making you, as the reader, feel differently while reading
each voice. I am going to reread Voice One of Voices in the Park. Your job is
to focus on how the characters narration affects your mood and feelings.
Reread Voice One of Voices in the Park.
Lets make a list of how we feel while reading the story from Voice Ones
perspective. How did you feel while reading Voice One?
As the students brainstorm their mood while reading Voice One, write the
class feelings on the Voices in the Park & Point of View instruction poster.
Students should be relaying their emotions after reading the mothers

perspective on the events that took place in the park in the book.
Independent Practice: Distribute one Voices in the Park worksheet to each
of the students. Instruct the students to clip the worksheet on their clipboard,
but wait to write anything on the worksheet.
Now that we have brainstormed a list of how we feel as a class while reading
Voice Ones perspective, I want you to draw a picture of how you feel while
reading the story from the mothers perspective.
Monitor the students while they complete the drawing of their emotions in the
blank face picture in the Voice One section.

C. Closure

Instruct the students to write a sentence in the thought bubble in the Voice
One section that describes how they feel while reading from this characters
perspective. The format of the sentence should be, I feel _______
because..
Observe the students as they complete their drawing of their emotions in the
Voice One section of the worksheet. Also monitor that the students portrayal
of mood matches the sentence that they write to describe how they feel while
reading Voice One.
Instruct the students to raise their hands upon completion of the drawing and
the writing of a sentence. Attend to the students who raise their hands when
the Voice One section is complete. Explain that Voices Two, Three, and Four
should still be blank, as these will be completed during the following lesson.

D. Follow-up
Activities

When reviewing student work, check to make sure that the students drawing
matches the feeling that is portrayed in the students sentence. If the
students emotions do not seem to align with the mood of Voice Ones
narration, ask the student why he or she felt that way while reading. After
seeing that a student has finished Voice Ones drawing and writing component
in a logical and complete way, collect the students worksheet and allow him
or her to finish Reading class with independent reading time.
- Students will complete the Voices in the Park worksheet in the following
lesson. The students will draw how they feel after reading Voice Two, Voice
Three, and Voice Four, just as they practiced today with Voice One. Then, the
students will also write one reflective sentence for each of the three remaining
voices, describing their feelings while reading each voice.
- The students will be given an informal assessment of identifying whether a
short passage is a first-person or third-person point of view using clue words
and their knowledge of point of view.
- Continual practice in identifying narrator and point of view of a story will be
provided in group read alouds, morning work, homework, and reflections.

Lesson 3
Name: Stephanie Willmarth
Subject of Lesson: Reading: Point of View
Grade Level: Fourth Grade

Date: Wednesday, February 26, 2014

Time Estimate: 30 minutes

PLANNING AND PREPARATION

Central Focus: Lesson Purpose and Rationale
When reading a book, it is important to comprehend who is telling the story. Opinions,
perspectives, and information known by the reader and characters rely on the narrator of a story. A
topic that directly correlates with the identity of the narrator of a story is point of view. Is the book
being told from a first person perspective or a third person point of view? Depending upon the
narrator and point of view, the information known by the reader can vary in nature and in bias.
Throughout the three consecutive lessons about narrator and point of view, the students will
understand why different perspectives and different storytellers make a drastic difference in the flow
of events of a story. Students will learn to identify the narrator of a story, interpret if the story is told
from a first person or third person perspective, and infer how a story changes with different
perspectives and varying narrators. This lesson specifically focuses on changing point of views.
Students will learn to identify how varying perspectives can change the mood, theme, and events of
a moment in time.
Specific Common Core Learning Standards (CCLS)
Reading Standards for Literature: Craft and Structure
6. Compare and contrast the point of view from which different stories are narrated, including the
difference between first- and third-person narrations.
Pre-Assessment Data
This lesson directly follows the lesson in which the initial reading of Voices in the Park, by Anthony
Browne, took place. The fourth graders listened and observed the teacher-led read aloud of Voices
in the Park, reflecting upon the changing first-person points of view within the text. Voices in the
Park is a picture book sectioned into four voices, each voice being a different perspective from a
first-person point of view. After reading the whole book from start to finish, the class reread Voice
One and completed an informal assessment regarding how the reader feels after reading about one
moment in time from a specific characters perspective. The students completed the Voice One
section of the Voices in the Park worksheet, drawing a face to depict the mood of the reader while
examining Voice Ones perspective and writing a sentence to explain the emotion. All eighteen
students accurately drew a face to represent a mood that they felt after reading from Voice Ones
perspective and wrote a sentence describing the readers mood. Room for error was given in the
writing mechanics of the sentence and questioning was used to ensure that the students could
support their reasoning for their mood while reading from a specified point of view.
Lesson Objectives
Given the verbal narration of Voices in the Park, by Anthony Browne, the student will write one
sentence per three different points of view that portray how his or her mood changes with varying
perspectives of characters within Voices in the Park, with room for error in grammar and writing
mechanics.
Modifications/Accommodations
Modifications
Accommodations
There are no students in the class with an
- Preferential seating in which a student is
Individualized Education Plan, and there are no
placed close to the teacher will be provided
modifications for this lesson.
to students who benefit from proximity to
instruction.
- Students will be assigned seats in order to
prevent behavior conflicts.

Student A, B, C, and D will be provided

support by a supplementary school
personnel in completing the writing task.
Student A, B, C, and D will be given
additional time to complete the writing task.

Research-Based Strategies
- Direct vocabulary instruction defining narrator and point of view verbally and in
writing.
- Reinforcing effort and giving praise occurs throughout the lesson to support student
thinking and active participation.
- Provide a model model how a book can affect the readers feelings and mood, based
upon point of view, word choice, and illustrations.
- Setting objectives and providing feedback the students understand the learning
objective of writing one sentence about how Voice One of Voices in the Park makes them
feel. Feedback will be provided to support the students in completing the learning goal.
- Questioning ask questions throughout the lesson and check for responses from students.
- Check for student understanding ask students to explain how they know the point of
view of their independent reading book.
Materials/Resources
- Narrator & Point of View instruction poster - Voices in the Park & Point of View instruction poster
- Clipboard (1 per student)
- Pencil (1 per student)
- Voices in the Park worksheet
- Voices in the Park by Anthony Browne
Arrangement of Physical Space and Students
The students will be seated on the Reading Rug surrounding the Reading Chair and Reading
Board, with their focuses drawn to the Reading Board. The students will be seated with their legs
crossed and with their clipboards and pencils ready in their lap. The teacher will have the
worksheet ready for later use.
Hallway Door

Assignment Drop
Box & Supplies

Storage Cabinets & Drawers

SmartBoard (Front)

Teacher Workspace

Meeting Rug

Student Table 3

Reading
Rug

Student Table 2

Student Table 4

Computer 2 & 3

Telephone

Steps
E. Introduction

Student Mailboxes

Student Writing & Work Space

Reading
Chair

Library

Computer 1

Student Table 1

Reading
Board

Library

INSTRUCTION
Key Questions, Comments, Directions, Assessments
Anticipatory Set: Over the past two days, we talked about narrator and point
of view. Refresh my memory what is a narrator?

Provide positive feedback upon the correct definition narrator, being the
person who tells the story.
Now, we also talked about point of view. What is the difference between first
person and third person point of view?
Encourage students to not only define the first person and third person point
of view, but also make reference to the clue words that may be in a text to
help identify the narrator (i.e. I, me, us, we, mine, etc. indicate first person
point of view, while he, she, they, his, hers, etc. indicate third person point of
view.)

F. Lesson
Body

Hook: Today we will continue to explore how the point of view of a story can
change the readers mood. Even though all four voices in Voices in the Park,
by Anthony Browne, are of a first-person perspective, each character has a
little something different to add to the story.
Present Voices in the Park, by Anthony Browne. Remind the students that the
book is sectioned into four voices, and we have explored how Voice One
made us feel as a reader.
Model: Before we begin working with Voices in the Park, by Anthony Browne,
today remind me about the point of view from which the story is told. Is this
picture book told from a first-person or third-person perspective? How do you
know?
Remind the students that although Voices in the Park is told from four different
characters points of view, all points of view are from a first-person
perspective. Encourage the students to support this reasoning with clue
words and their knowledge of the first-person point of view.
Reread Voice Two of Voices in the Park aloud, giving the students adequate
time to observe the illustrations and take-in the characters voices.
Remember, these are the same events being told from four different
characters points of view. As a reader, I am going to ask myself, how did I
feel after reading Voice Two?
Identify the character by which this perspective is told from. Model filling in
Voice Twos section of the Voices in the Park instructional poster with feelings
after reading the specific point of view. Ask for class contributions to the
group-made chart, looking for student-input about their feelings while reading
from Voice Twos perspective.
Guided Practice: Distribute the already started Voices in the Park
worksheet. Remind the students that they will be completing their chart that
organizes their feelings as a reader while examining the perspectives of Voice
Two, Voice Three, and Voice Four.
Ask yourself: How did you feel after reading Voice Two of Voices in the Park?
Draw a picture of how you feel in the blank face that is in Voice Twos section
of the chart.
Observe the students as they draw a facial expression that depicts a mood of
how a reader may feel after studying Voice Twos perspective. Then, instruct

the students to write one sentence that explains the drawing portraying the
mood of the reader, just as they had each done for Voice One of the chart.
After the students have completed the drawing and sentence for Voice Two,
instruct them to flip over their worksheet on their clipboard.
Reread Voice Three of Voices in the Park.
Just like you asked yourself how you felt as the reader while reading Voice
One and Voice Two of Voices in the Park, let us do the same for Voice Three.
How did you feel while reading from Voice Threes point of view?
As students respond to this prompt out loud by raising their hand, write the
student responses on the Voices in the Park instructional poster. Guide
further thinking and reflection through questioning.
Instruct the students to complete the Voice Three drawing and sentence on
their worksheet. Monitor that the students are focused on completing both the
drawing and sentence with an appropriate mood of the reader.
Independent Practice: Reread Voice Four of Voices in the Park.

C. Closure

D. Follow-up
Activities

Explain to the students that they will complete their drawing and sentence
about their mood as a reader while reflecting upon Voice Four independently.
Observe and monitor the students as they complete the independent practice.
Support students if struggling and provide questions to deepen student
thinking. Once students complete their drawing and sentence, check the
student work, provide feedback, and have the student turn-in their worksheet
for collection by the teacher.
This time, you completed your worksheet independently without assistance
from me or your classmates! Overall, you did a great job readers! Now that
we have all reflected upon Voice Four, lets bring our thoughts together to
complete our Voices in the Park poster.
Ask for student volunteers and call on students who are nervous to participate,
engaging all students in the creation of the group poster, outlining the mood of
the reader with changing points of view.
Wow! We finished our collection of moods with changing points of view in
Voices in the Park. When you look at our chart, what do you notice about the
readers mood when reflecting on different perspectives?
Take student volunteers to answer this question about the effects of changing
points of view. Encourage the students to see that the readers mood and
perception of a story changes with different points of view.
- The students will be given an informal assessment of identifying the narrator
and point of view of their own independent reading title. This will serve as a
final formal assessment of student learning. The students will support their
choice in a first-person narrative or third-person narrative with textual
evidence from the story.
- Continual practice in identifying narrator and point of view of a story will be
provided in group read alouds, morning work, homework, and reflections.