Lesson Plan (Day 2): Point of View
Unit Title: Through the Wardrobe
Bryon Vaught
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Content to be Covered
o Students will display and discuss the character analysis / profiles from the previous day’s lesson. Students will then be introduced to the 5 types of narrative point-of-view: objective, third person, first person, omniscient and limited omniscient. These definitions will be written into the students’ journal, along with the definition in their own words to ensure understanding. Students will then be able to discuss the point-of-view content in relation to the character analysis profiles they completed.
o
Lewis, C.S. (1950). The Lion, the Witch and the Wardrobe.
o Daily journal
o Completed character analysis assignment from previous day
o Dry erase board / chalkboard
o Dry erase markers / chalk
o Pencil / pen
o The purpose of this lesson is to familiarize the students with narrative point-of-view and how it applies to the characters within the story. Students will be able to explain the five types of point-of-view within the range of their own experiences.
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Activities and Procedures (Based on a
50-minute block of class time)
o Introduction – 5 minutes
o Display and discuss character profiles – 15 minutes
o Transition to lecture – 3 minutes
o Lecture on narrative point-of-view – 15 minutes
o Journal entry – 5 minutes
o Discussion on P-O-V in relation to character profile assignment – 5 minutes
o Wrap-up – 2 minutes
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Instructional Procedures
o Introduction:
§ Students will gather their journal books and take out their assignment from the previous day (character analysis/profile).
o Display and discuss character profiles:
§ Students will display homework from the previous day. If an illustration, students can post artwork on wall to talk about it. Otherwise they may volunteer/be called on to discuss their written assignment.
o Transition to lecture – lecture:
§ Students will return to desks from the presentation area.
§ Instructor will then write the five types of point-of-view (objective, third person, first person, omniscient, and limited omniscient), and give examples of each type.
§ Students should be able to give their own examples of different points-of-view.
o Journal entry:
§ Students will write down the instructor’s definitions as well as their own definitions of narrative point-of-view.
o Discussion on P-O-V in relation to character profile assignment:
§ Students will detail different points-of-view within their character profiles and explain the character aspects that brought them to that conclusion.
o Wrap up class time
§ Remind students to look over notes and be familiar with terminology.
§ Clean up work stations, return class to original condition.
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Modifications
o No major modifications for ADHD should be required.
o Students have the option to get up and talk about their character analysis as opposed to writing about it
o Lecture portion of lesson should try to keep student response lively, allowing them to give accounts of point-of-view from their experience.
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Assessment
o Check student journal to ensure they are writing the correct definition and understand the differences between the types of point-of-view.
o Students will be graded for character analysis assignment. Evaluation includes character analysis and participation.
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Assignment
o Students have no assignment due for the next class meeting.
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Extension Activities
o Students can try to apply knowledge of point-of-view to other media (movies, video games).
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Reflection
o This lesson plan allows for a lot of freedom from the desks for students as they are able to display and talk about their character analysis profiles. Understanding of narrative point-of-view will allow students to judge why a voice in a story is telling them what the story is, not just what it’s telling them.