The Adventures Of A Preservice Teacher

CCSS Chapter 12:

Anchor standard 6 -

• students should know how to analyze points of view or cultural experiences in literary works from around the world and to demonstrate knowledge of literary elements based on analysis of POV

• The goal is for students to understand that stories may be told and text may be written in different ways depending on who is doing the telling or writing

• Understanding point of view helps the reader comprehend the text in a deeper way

• When reading informational text, being able to analyse the authors’ or narrators’ point of view means being able to determine the credibility of the text

• the more credible the author, the more credible the information

 

POV:

• text can be written from one point of view or a variety of perspectives

• can be analyzed to determine point of view as a literary device or to determine the author's view

• can also be analyzed to determine the effectiveness of the author's argument

 

First Person:

• The author writes as if they were the character in the story who is telling the story

• uses pronouns like I and me

 

Second Person Narration:

• The author writes as if the reader were in the story

• uses pronouns like you and your

 

Third Person Omniscient:

• The author can see inside the minds of all the characters and describe their thoughts

 

Third Person Limited:

• The author only tells the story from one character’s point of view

 

Purpose:

• author's purpose is the reason the text is written

• literary texts are often written to entertain

• informational texts may be written to answer a questions/explain something

 

Teaching to Achieve: POV

• ensur that there is a major emphasis on both types of texts

• teaching idea: open minded portrait - the purpose of this activity is to understand characters pov and can be used with any type of story.

  • students draw the character and cut it out to use as a tracer, the teacher can ask the student to complete a booklet of how the character feels. if students are having problems, they can fold the paper in half and draw it on both sides.

 

Compare & Contrast POV:

• Thinking Hats: they build background knowledge and give students the chance to have small group discussions because they read a story and work together. They discuss the possible character point of views and then the students can be separated into expert groups and everyone is given the chance to discuss a different character. Students then can compare and contrast all of the different characters point of views.

• If an ELL student is on the lower level of English and can’t have long discussions, they can act out what makes the character different from the others, draw a picture or use graphic organizers and be given a list of vocabulary words in their native language and English that they would possibly end up using to describe the character. they don’t necessarily have to have a discussion.

 

Connecting ELA Standards: Literature Texts

• reading standard 1 - when kids read text closely, encourage them to determine the point of view of a character

• reading standard 3 - ask students to describe the points of view of students after they’ve read the story

• writing standard 1 - students are to write an opinion about the topic and support their pov with evidence, so encourage students to state an opinion about a character and pov

 

Connecting ELA Standards: Informational Texts

• reading standard 7 - focuses on the pictures and images used in a text and ask students to use these to determine the character's pov and what they are feeling

• reading standard 10 - refers to the expectation that students should be able to read more challenging texts so engage students in reading more complex text and encourage them to determine and discuss pov

 

Planned Routines For Books:

1. Gather students so they can see the book and map of the world

2. Introduce the book with a picture walk

3. Read the book aloud: modeling expression and fluent reading

4. Stop periodically encouraging students to ask and answer questions

5. Assist students in identifying main ideas in the text

6. Discuss unfamiliar words in the text

7. Ask “Why did the author write this book?”

 

K: have students read a story and mix pair share as a wolf and a pig. Then ask them so share perspectives of each character and model writing. Be sure they know POV and perspective.

1st: read books and split the class up, create a color coded chart and have students post a note on what a perspective was.

2nd: host a readers theater with the 3 little pigs. Give the students the script and and have them practice the story. Students in the theater will assist the class in associating different voices to each character. Four people allows kids to see how each perspective is and have them connect with the students on how they feel.

3rd: round robin of 3 little pigs. Ask who they think is the pig or the wolf's, make a chart with the wolf's POV and the pigs pov from each story. Have them write their POV of who was at fault in the case between 3 little pigs and the wolf. Students will write about what the problem really was, what caused the problem and how was the problem resolved.

4th: read both stories, ask students to compare and contrast the POV of both in small groups. Complete on a chart paper. Students will identify the different perspectives as well as if the story was told in first, second or third person and then students will present this.

5th: describe how the narrator's pov influences how events are described in the story. Make an open minded portrait of the differences in the story and split the kids up into groups and work on retelling another tale from a minor character's POV.