NEW CAMBRIDGE SCHOOL

FACULTY LANGUAGES

AREA ENGLISH

TEACHER SEBASTIÁN DÍAZ

GRADE 8TH GRADE

DATE 19/11/20

STUDENT
Laura Sofía Giraldo Galvis

GOAL NAME: The student will be able to use different techniques to compose a variety of texts by developing content, use register and language appropriate
to genre, purpose and audience, employing specific forms and selecting language, considering and understanding the nature and structure of language, organizing ideas
coherently using sections or paragraphs, including grammar concepts and skills, to strengthen control of oral and written language.

Learning Objectives:
• Use the editing, proofreading and reviewing process, and revise as necessary, to evaluate the effectiveness and likely impact on the reader.
• Link a selection of ideas and planning choices explicitly to a clear sense of task, purpose and audience
• Shape and affect the reader’s response through conscious choices and in planned ways by selecting from a wide and varied vocabulary for a range of tasks,
purposes and readers.
• Add detail, tension and climax to their narratives by shaping the reader’s response through conscious choices from a wide and ambitious vocabulary.
• Establish and sustain character, point of view and voice.
• Write to analyze, review and comment.
• Understand ways to deploy a range of formal and informal styles to enhance and emphasize meaning and create a wide range of effects.
• Develop a range of registers and a personal voice.
• Extend range of language and use it appropriately.
• Select the most appropriate text format, layout and presentation to create impact and engage the reader.
• Shape and craft language within paragraphs, and structure ideas between them, to achieve particular effects with purpose and audience in mind.
• Demonstrate control of a wide variety of sentence types used for intended purpose and desired effect.
• Use a range of features to shape and craft sentences that have individual merit and contribute to overall development of the text, e.g. embedded phrases and
clauses that support succinct explanation; secure control of complex verb forms; use of antithesis, repetition or balance in sentence structure.
• Understand ways in which writers modify and adapt phrase and sentence structures and conventions to create effects, and how to make such adaptations
when appropriate.
• Deploy a range of punctuation and grammatical choices to enhance and emphasize meaning, aid cohesion and create a wide range of effects use accurate
spelling.
• Spell correctly throughout a substantial text, including ambitious or complex polysyllabic words.
Continue to be aware of spelling errors and correct them

WORKSHEET # 3
TOPIC: Narrative Points of View

EXPLORING

A situation will be staged with the help of people from other grades, the students will not know what is going on
until the end of it, when the teacher asks them to write down their version of what happened in order to clarify
the incident and take the adequate correctives. Once the versions are collected we will analyze the different
perspectives that the students have of the event and start a discussion regarding the different narrative points of
view.

BUILDING UP
 Through PPT and verbal explanation they will review the differences between the variety of narrators, along with Identifying
audience, purpose, vocabulary and key features. Ordering key ‘stages’ in writing.

Comparing effects: Narrative Perspective

To avoid confusion, the events in a narrative should be told from one point of view consistently. Sometimes the
author will represent the narrator of the events as a participant in the action, observing first-hand what is going on.
Such a story is said to be told from a personal point of view. At other times the writer as narrator stands outside the
narrative, able to reveal the thoughts and actions of all the characters taking part in the events. Such a story is said
to be written from an omniscient, or all-knowing point of view. These models demonstrate both narrative methods.

A first-person narrator
uses the pronoun "I" to tell the story, and can be either a major or minor character.
It may be easier for a reader to relate to a story told in a first-person account.
In the first-person point of view the narrator is telling a story and is a character in the story.

A second person narrator

uses the pronoun "you" and is not used very often since it makes the reader a participant in the story (and you, as
reader, may be reluctant to be in the action!).

A third person narrator

uses the pronoun "he" or "she" and does not take part in the story.

In third person point of view, the narrator is telling a story from someone else’s viewpoint and is not a character in
the story. There are three different types of third person point of view: Objective, limited and omniscient.

An objective narrator is an observer

and describes or interprets thoughts, feelings, motivations, of the characters. Details such as setting, scenes, and
what was said is stronger with an objective observer.

A limited narrator has a restricted view of events,

and doesn't "know" the whole story.

Third person omniscient is written as if the narrator is watching all that is happening and knows what each
character is thinking and feeling. “The teacher proudly read the worksheet to her students and thought to herself
how smart they were.” is written in third person omniscient.

Did you know? The base word omni means “all,” and scient means “knowing,” so omniscient roughly translates to
“all knowing.”  The narrator is all knowing.

1. A story told from an omniscient point of view gives freedom to the writer, who stands outside the
narrative, thus able to enter the minds of all the characters.

In the following selection, the narrator takes no part in the action. The topic -- the beginning of a day in
Charles Dickens' boyhood -- is told from an omniscient point of view.

Rupert Sargent Holland in Charles Dickens: The Boy of the London Streets

He was not yet due at the blacking factory, but he hurried away from his room and joined the crowd of early
morning people already on their way to work. He went down the embankment along the Thames until he came to a
place where a bench was set in a corner of a wall. This was his favorite lounging place. London Bridge was just
beyond, the river lay in front of him, and he was far enough away from people to be secure from interruption. As
he sat there watching the bridge and the Thames, a small girl came to join him. She was no larger than he, perhaps
a year or two older, but her face was already shrewd enough for that of a grown-up woman. She was the maid of all
work at a house in the neighborhood, and she had fallen into the habit of stopping to talk for a few moments with
the boy on her way to work in the morning. She liked to listen to his stories. This was his hour for inventing them.
He could spin wonderful tales about London Bridge, the Tower, and the wharves along the river. Sometimes he
made up stories about the people who passed in front of them, and they were such astonishing stories that the girl
remembered them all day as she worked in the house. He seemed to believe them himself; his eyes would grow far
away and dreamy and his words would run on and on until a neighboring clock brought him suddenly back to his
own position.

The following passage presents the first ten lines of Holland's narrative rewritten from a personal point of
view, that of Dickens himself. Compare the effects of the two versions.

I was not yet due at the blacking factory but hurried away from my room and joined the crowd of early morning
people already on their way to work. I went down the embankment along the Thames until I came to a place where
a bench was set in a corner of a wall. This was my favorite lounging place; London Bridge was just beyond, the
river lay in front of me, and I was far enough away from people to be secure from interruption. As I sat there
watching the bridge and the Thames, a small girl came to join me.
PRACTICING

Students will use the previous knowledge to identify the formality of some letters, write some according
to the situation and instructions presented, additionally, they will be given situations and be asked to
write a letter that fits the context.

A. Look at how the same ideas are written differently. Identify and circle the point of view, then explain
what evidence led you to this decision.

1. Jeff wrapped his arms around himself and leaned into the wind as he ran. He was wearing his heaviest winter
coat, a hat, scarf, and gloves, but he was still shivering from the cold. He rubbed his arms as he ran and dreamed of
hot chocolate and warm chocolate chip cookies. He couldn’t wait to get home so he could warm up.

Point of View: (1 Person, 2 person, 3 Person Omniscient, 3 Person limited, 3 person objective)

Why?

3 person limited, because he is the only character, and he telling us what he is dreaming, which is
thought.

2. I wrapped my arms around myself, leaned into the wind, and ran as fast as I could. I was wearing my heaviest
winter coat, a hat, scarf, and gloves, but I was still shivering from the cold. I rubbed my arms as I ran, and I
dreamed of hot chocolate and warm chocolate chip cookies. I couldn’t wait to get home and warm up.

Point of View: (1 Person, 2 person, 3 Person Omniscient, 3 Person limited, 3 person objective)

Why?

1 person, because the character is telling his own story.

3. Jeff wrapped his arms around himself and leaned into the wind as he ran. He was wearing a heavy winter coat, a
hat, scarf, and gloves, but he was still shivering from the cold. He rubbed his arms as he ran down the street.

Point of View: (1 Person, 2 person, 3 Person Omniscient, 3 Person limited, 3 person objective)

Why?
3 person objective, the narrator tells the story without any felling or thoughts

4. Arthur could hear his stomach grumbling and looked around quickly to see if anyone else had noticed. He was
relieved no one had heard as he would have been embarrassed. He looked at the clock and saw that is was 10:30.
He had 45 minutes until lunch! It seemed like an eternity.

Point of View: (1 Person, 2 person, 3 Person Omniscient, 3 Person limited, 3 person objective)

Why?

3 person limited, because he knows how one character feels

5. As I hurried towards my apartment, I could hear my dog, Ringo, howling. “Oh no!” I thought. “Mr. Jenson is
going to be so mad.” Mr. Jenson was the cranky man who lived next door and was always complaining to my
mum. It seemed as if he were always knocking on our door to tell us to turn down our TV or walk more quietly. It
didn’t matter how low we kept the TV or how quietly we walked, he always seemed to be complaining. With
Ringo making so much noise, Mr. Jenson would finally have a real reason to complain.

Point of View: (1 Person, 2 person, 3 Person Omniscient, 3 Person limited, 3 person objective)

Why?

1 person, because use the subject I,”As I hurried towards my

apartment”

6. Caitlin couldn’t believe that her special day had come. Finally, after years of struggling, she would graduate with
her high school class. Caitlin sat, remembering all of the teachers who had encouraged and supported her. She
wished that she could thank them right then and there for helping her become a successful young woman.

Point of View: (1 Person, 2 person, 3 Person Omniscient, 3 Person limited, 3 person objective)

Why?

3 person limited, because the narrator tells us Caitlin thought plus hers fillings

7. George loved walking to school with his best friend, Matt. They would laugh at their sisters and make jokes
about everything. Today, George had to walk to school alone, because Matt and his family had moved to a
different state. George looked sad as he quietly walked to school alone.

Point of View: (1 Person, 2 person, 3 Person Omniscient, 3 Person limited, 3 person objective)

Why?

3 person limited, because have two characters, but it only reval the way that one of them
feels(George).
C. Look at the picture and think about what is happening to character and what he could be thinking. Write
a paragraph to describe his situation using an omniscient perspective.

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Look at the picture and think about what is happening to a character and what he could be thinking. Write
a paragraph to describe his situation using a first person perspective.

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FASE: FEEDBACK
The feedback process will be developed during and after each practice or evaluation
by going over the differences and traits of each narrative perspective, this will be done
by projecting the text on the board and looking over it with the students, this way they
can identify common made mistakes and solve any possible doubts.
ASSESSING
FORMATIVE ASSESSMENT:

Each student will write a narrative text, in Arial 12, with 1.5 line spacing and following the features and
structure previously seen.

FEEDBACK

The feedback process will be developed during and after each practice or evaluation by going over the
texts presented, this will be done by projecting the text on the board and looking over it together with
the students, this way they identify their mistakes and solve any possible doubts.

BIBLIOGRAPHY

https://www.google.com/search?
q=formal+vs+informal&safe=active&rlz=1C5CHFA_enCO901CO901&sxsrf=ALeKk011GZLPGvv2
gy5129DuLQCmujehEg:1600725273292&source=lnms&tbm=isch&sa=X&ved=2ahUKEwifsbCqn
vvrAhVo1lkKHdQGB0AQ_AUoAXoECAwQAw&biw=1280&bih=697#imgrc=Ye50CzIR25P9ZM

AUTHOR/ CREADO POR: APPROVED BY:

Sebastián Díaz

DATE /FECHA DE CREACIÓN: DATE OF APPROVAL: