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5-3-R-2

Page history last edited by Jessica Scott 5 years, 5 months ago

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 

READING: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

5.3.R.2 Students will determine the point of view and describe how it affects grade-level literary and/or informational text.

Student Actions 

Teacher Actions 

  • Students identify and describe the features of a passage narrated in first person point of view using specific details from the text.
  • Students identify and describe the features of a story narrated in third person point of view using specific details from the text. 
  • Students will use sentence starters to demonstrate understanding of point of view and the impact:
    • I am thinking of (insert topic) from the point of view of (insert chosen point of view).
    • I think (describe the topic from your point of view).
    • A question I have from this point of view is (ask a question from this point of view).
  • Students will share their completed sentence starters. As students share, guide them to “be the character” and really act out the point of view they have taken on.

 

 

 

  • Teachers explain that point of view is the way in which an author reveals a viewpoint or perspective using characters and narration.
  • Teachers explain that a passage narrated in first person point of view is when he or she is speaking directly about himself or herself (singular = I, me; plural = we, us), and  provide opportunities for students to identify the features of a passage narrated in first person point of view.
  • Teachers explain that a passage narrated in third person point of view is when the narrator tells a story from someone else’s viewpoint and is not a character in the story (singular = he, him, she, it; plural = his, hers, its) and provide opportunities for students to identify the features of a third person point of view narration.
  • Teachers model and provide opportunities for students to use features from the text to describe how it affects grade-level literary and/or informational text. 
    • Teachers may use a wordless picture book and have students write the story, as they see it. Groups share differences in their stories and students realize that their stories are different even though they were shown the same illustrations due to the point of view of the narrator.
    • For example: write and or illustrate about a topic (such as: snails) and four different characters to create a chart or flip book illustrating how each would feel about the topic. Example:  a chef may think they are a delicious, a child might think their sparkly slime is cool, a teacher might say they are interesting creatures, and a gardener might say they are pests who eat garden plants. 
  • Teachers pose guiding questions to support student understanding.
    • Determine the point of view:
      • What pronouns does the narrator use?
      • Does the narrator participate in the events of the plot, or is there a distance between the narrator and the events?
      • How much access does the narrator have to the thoughts, feelings, and actions of the other characters?
    • Analyze how point of view affects the story.
      • Imagine the story told from a different point of view.
        • What would change in the story?
        • Would the reader gain new knowledge  or would the reader miss out on important information?
        • Would the reader feel differently about the character(s)?

Supporting Documents

Teacher Insights

OSDE ELA Glossary (webpage)

Fractured Fairy Tales Lesson (webpage)

Teaching Point of View  (webpage)

Point of View Chris Van Allsburg (webpage)

Postcards from the Trail (webpage)

Charting Characters for a More Complete Understanding of the Story (webpage)

Story Writing from an Object's Perspective (webpage)

Multiple Perspectives: Building Critical Thinking Skills (webpage)

What Would Ben, Tom, and George Think? Blogging about the American Revolution (webpage)

  • Point of view: the way in which an author reveals a viewpoint or perspective. This can be done through characters, ideas, events, and narration.

    • First person point of view informs the reader of what only that character is thinking and feeling.

      • Pronouns: I, mine, me, we, ours

    • Third person is an outside narrator. Readers must infer the thoughts of the characters, or the narrator may be “all-knowing.”

      • Pronouns: he, she, it, his, hers, its, they

      • Two types of third-person point of view:

        • Omniscient third-person: narrator is all-knowing observer who can describe everything and can reveal every character’s thoughts and feelings.

        • Limited third-person: narrator views the world through a single character’s eyes.

  • At this level, students must move from identifying the point of view to describing how that particular point of view impacts the story.

  • Point of view impacts the text because the narrator provides or withholds information.

  • Point of view should not be confused with perspective, although changing the point of view can expose us to the perspective of different characters.

 

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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