Daniela Mamolo  

 
Lesson Title​: Identifying Point of View   
Grade Level​: 6​th​ Grade 
Unit Theme​: Literary Devices  
CA Content or Common Core Standards​:  
CCSS.ELA-LITERACY.RI.6.6 
Determine an author's point of view or purpose in a text and explain how it is 
conveyed in the text. 
CCSS.ELA-LITERACY.SL.6.1.C 
Pose and respond to specific questions with elaboration and detail by making 
comments that contribute to the topic, text, or issue under discussion. 
 
Lesson Objectives 
1. After using IXL, the students will be able to identify and explain an author’s point of 
view in a text with 85% accuracy.  
2. The students will pose and respond to at least 3 specific questions while making 
comments that contribute to the text and topic being discussed.  
 
Materials List:  
- ELA Notebook 
- Computer (IXL)  
 
Inform Learners of Objective:  
After using IXL, you will be able to identify and explain an author’s point of view in a text 
with 85% accuracy. You will pose and respond to at least 3 specific questions while 
making comments that contribute to the text and topic being discussed.  
● Relevancy: ​It is important to identify the perspective of the narrator in order to 
help the reader connect and participate in the story.  
 
Gaining Attention/Stimulating Recall (5 min)   
● As a class, we will learn a Point of View song.  
o Everybody wants to know my point of view. 1st person is me, 2nd person is 
you, 3rd person is he, 3rd person is she. Everybody wants to know my POV. 
o https://www.youtube.com/watch?v=etIImwHndNE 
 
Presentation of New Material and Guided Practice (15 minutes)  
● Tell students we are going to learn about Narrative Point of View.  
● Ask the students what is the purpose of a narrator? (Turn and talk with groups)  
● Open Slides: Define Point of View (Slides attached)  
● Describe 1st, 2nd, and 3rd person. Provide key words and examples to the students.  
● Discuss the difference between 3rd person limited and 3rd person omniscient.  
o Ask what the word omniscient means (Desired Response: all-knowing)  
 o Tell the students that a narrator can be writing with a limited view of only 
one character’s thoughts and feelings or from an omniscient view where 
they know multiple characters’ thoughts and feelings  
o Tell the students to turn and share the difference between limited and 
omniscient with their table group.  
● Tell the students we are going to practice identifying the point of view together. 
Read a short passage and ask students to think, pair, share which point of view is 
being displayed. Read 3 more passages together as a class.  
● Ask if the students have any questions.  
 
Eliciting the Desired Behavior: 
Independent Practice (20 minutes)   
● Tell the students it is now their turn to practice identifying the point of view. Tell 
them they will practice by circling key words, identifying the POV, explaining their 
reasoning, and rewriting a short passage in a different point of view.  
● Ask if there are any questions?  
● Pass out the point of view worksheet. Remind the students to complete their work 
with their best effort.  
● Tell the students they will have about 20 minutes to work on this task. They may 
work independently or with one other partner. It should be a whisper voice level.  
● Walk around and monitor student work.  
 
Assessment (10 minutes)   
● The students will independently work on IXL E.2 Identify the narrative point of 
view.  
● Tell the students to work on the IXL until they reach 85% accuracy or until time is 
up. They will have about 10 minutes to reach 85%.  
● Remind the students that they will have a quick quiz to check their understanding 
at the end of the week.