Point of View

STRAND: READING
BOX SUBHEADING: Craft and Structure
STANDARD: RL. 4.6 Compare and contrast the point of view from which different
stories are narrated, including the difference between first-and third-person
narrations.

STRAND: Writing
BOX SUBHEADING: Text Types and Purposes
STANDARD: W.4.1.B Provide reasons that are supported by facts and details

LESSON PERFORMANCE OBJECTIVE/EVALUATION

The students will compare and contrast the characters point of views in Make a Wish by
using at least three specific details from the text.

MATERIALS:
Point of View Graphic Organizer
A 3rd Helping of Chicken Soup for the Soul, Make a Wish
White Board

ANTICIPATORY SET:
On the whiteboard, the following words will be displayed: birthday, wish, friends, I, we
Ask students: What do you think we are going to talk about? Share with the person to your
right.
Hold up A 3rd Helping of Chicken Soup for the Soul.
Ask students: Do you have any new ideas of what we may be doing?
Call on three students to share.

LESSON INTRODUCTION:
Today, we are going to use a graphic organizer and the story Make a Wish to compare and
contrast the characters different points of views using at least three details from the story.

TEACHER INSTRUCTION: (point of view is a review lesson)

1. Ask the students: What does point of view mean? Call on a few students to share.
2. Review point of view together, and write the defintion on the board.
3. Ask students: What kinds of pronouns might we say when a story is written in
first-person? Call on a few students to share. What about third-person? Call on a few
students to share.
4. Write some of the pronouns on the board.
5. Tell students: I am going to read a story called Make a Wish. While I am reading, I
want you to be thinking about what point of view the story is written in. I also want you
to think about what the characters may be thinking and feeling.
6. When the story is over, pass out the graphic organizer.
 7. Ask students: What point of view was this story written in? Turn to the person to your
left and share what you think and why.
8. Call on students to share
9. Discuss why the story was written in first-person.
10. Ask students: How many main characters did we have? (Two)
11. Tell students: Now, we are going to use this graphic organizer to think about how the
characters were feeling and what they were thinking. We have to make sure we have
examples from the story to support our answer. Lets talk about the first character
together.
12. Complete the first part of the graphic organizer together.
13. Tell students: Now, I want you to complete the rest on your own. Dont forget to use
details from the story. While you are working, I will be walking around to ask you about
what you are thinking.
14. Let students work independently.

CHECK FOR UNDERSTANDING:

1. Think-Pair-Share
2. Call and Response
3. Observation

APPLICATION/GUIDED PRACTICE/INDEPENDENT PRACTICE:

Guided Instruction: As a class, the students will discuss and fill out the first side of the graphic
organizer together.
Independent Instruction: When the guided instruction is over, students will be instructed to
complete the graphic organizer independently.

CLOSURE:
Tell students: Today, you all were able to listen to a story and identify what the characters
point of views are! Not only did you think about the characters thoughts and feelings, you
wrote about it using details from the text!