ECI 430 POINT OF VIEW MINILESSON:

Shealynn Womble
Lesson Title: The Impact of Point of View on a Story

Context: At Davis Drive Middle School the entire sixth grade team loosely follows the Wake
County Public School System C-Mapp or curriculum management application. Following this
pacing guide, the beginning of quarter 3 would also be the beginning of the survival unit. This
lesson would ideally be taught at the beginning of the survival unit, before the class began
reading the book Touching Spirit Bear by Ben Mikaelsen- a story about a teenage boy who risks
and saves lives.
Common Core State Standards:

CCSS.ELA-LITERACY.CCRA.R.4- Interpret words and phrases as they are used in a

text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone. (Anchor Standard)

CCSS.ELA-LITERACY.CCRA.R.6- Assess how point of view or purpose shapes the

content and style of a text.

CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.

Learning Objectives: Students Will Be Able To:

SWBAT identify each different type of point-of-view
SWBAT describe how point-of-view affects how a story is narrated
SWBAT analyze how point of view affects a text
SWBAT develop their own point of view in a narrative
Materials/Technology Resources Required:
Handout on Point of View
Computer with internet access
Projector with projection screen
Document camera, overhead projector, white board
Smartphones/Tablets (1 per group)
Journals or loose leaf paper (1 per student, recycled)
Dry erase markers; markers; pens; pencils; colored pencils; erasers.

Time: Approximately 60 minutes (with a 15 minute mini-lesson segment)

Instructional Procedures/Steps:
1. Introduction (5 minutes): Begin the class with a class discussion linking different
themes associated with survival to point of view. Some questions that can be included are
Does the way a story is told have an effect on the outcome? Do you change what you
say or how you say it according to your audience? Purpose? Mode of discourse? Mood?
Etc. and Does the speakers knowledge on a subject matter to the way it is told?
2. Statement of Objective: Today we will explore what point of view is, how it is related
to different aspects of a story, and the affect different points of view have on narration.
3. Content Instruction (7 minutes): YouTube Video https://www.youtube.com/watch?
v=sOVMM60Sm2c Together we will watch the YouTube video as a class or the teacher
will take notes on the board. Students can take notes as they go through the video (ideally
the information would be provided by the teacher in a larger unit packet.)
4. Point of View Discussion (7 minutes): The class would have an open discussion related
to point of view. Students would write down rules, notes, and tips that we compiled as a
class. Questions to lead the discussion are: What is character point of view? What is 1st
person point of view? What is 3rd person point of view-limited and omniscient? What is
an unreliable narrator? What factors influence a persons point of view?
5. Independent Practice (30 minutes): Each student will be given a handout and work
with a partner to complete the activity. Each group will need access to a smartphone or
tablet with the Telegami app already downloaded. The teacher will have created an
example.
6. Closure (10 minutes): Students will turn in their transcripts and Telegami videos (in
person or electronically). Depending on time, groups will have the opportunity to talk
about their narratives or share them with the class.
7. Follow-Up (optional): The next class period will begin with 3 or 4 partner presentations,
approximately 20 minutes).
Evaluation: Students will be evaluated for knowledge based on the independent Telegami point
of view activity. Their videos and transcripts will be graded and each group will be given written
feedback. Students will also be informally evaluated based on questions asked and participation
in class discussion.
Accommodations: Possible accommodations could be providing a larger tablet with larger font,
headphones, separate working area, the option to work individually or in a larger group, etc.

In Retrospect / In Reflection: The independent activity may take longer than 30 minutes. I
would also like to provide my students the opportunity to share their work, but it may not be the
best use of time.
Appendix of Materials Needed:
Name: ____________________________
Date: _____________________________
Class: _____________________________

Point of View through TELEGAMI

This activity has 4 sections that all have different requirements. Your overall score will be
out of 100 points.

Point of View: 1st Person reliable (20 points: Length of video, speech clarity,
narration pace, tone of voice, completed on time- 4 points each)
Create a Telegami video that narrates a situation related to our theme of survival. This short
story can be real or fictional, should be between 30 to 60 seconds, and use 1st person point of
view where the narrating character can be trusted to tell the truth.

Point of View: 2nd Person unreliable (20 points Length of video, speech clarity,
narration pace, tone of voice, completed on time- 4 points each)
Using the exact same situation from your 1st person reliable narrative, create another Telegami
video- using a different avatar- that narrates this situation related to our theme of survival. The
short story can again be real or fictional and should be between 30 to 60 seconds. The Telegami
video should be narrated from 2nd person point of view where the characters side of the story
cannot be trusted as the complete truth- remember the different ways we discussed in class.

Point of View: 3rd Person Limited (30 points- 15 points per transcript: Length of
transcript, correct grammar, correct spelling, neatness, completed on time- 6 points
each)
You will now create a written transcript to accompany the Telegami videos created for 1st person
point of view reliable and unreliable. This short narration (about a paragraph) will describe
exactly what is going on in the Telegami video Telegami video using 3rd person limited point of
view. With this transcript you may only describe notable actions and words with some thoughts
and feelings from only one character.

Point of View: 3rd Person Omniscient (30 points- 15 points per transcript:
Length of transcript, correct grammar, correct spelling, neatness, completed on
time- 6 points each)

Think carefully to who your audience has been for the previous Telegami videos. You will now
create a written transcript to accompany the Telegami videos created for 1st person point of view
reliable and unreliable. This short narration (about a paragraph) will describe what is going on in
the Telegami video Telegami video using 3rd person omniscient point of view. Try not to focus
on the direct words or actions of the characters, but focus on the thoughts, feelings, and
important factors in the story that cannot be directly seen or heard.