Christa Scheffler Creative Writing: Third Person Omniscient Standards:

10/27/13

CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. CCSS.ELA-Literacy.W.11-12.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works as a means of personal or group expression 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. d. Contribute to project teams to produce original works or solve problems Lesson Objective(s): The students, in groups, will create a short story based upon the prompts given at the beginning of class. Students will learn the basics of how to create a short story in groups. Students will understand the importance of third person omniscient point of view and fluid writing.

Introduce the Learning Activity: Students will try to figure out themselves what they will learn in this lesson through the game prompts I provide. The game will help get students interested in the lesson, and the creative writing will utilize their imaginations. Provide Information: Students will read the How to Play section and play The Classroom (http://www.addictinggames.com/strategy-games/theclassroom.jsp) and observe the perspective the game is set in. As a class, we will discuss how the video portrays a third person narrative. I will then prompt the students to discuss the different types of third person narrative, specifically, third person omniscient. Third person omniscient is a point of view where the author talks about the characters using he and she and can get into the heads of all of the characters. Provide Practice: Students will get into groups of four and be handed one photo per group. Each photo will have four people, or characters, in it. Students will discuss what the photos are about and create a basic plot of a story together based on the photo. Students will then pick one character they will focus on (one character per student) and write about the plot event through the eyes of that character on a Microsoft Word document. In a new document, students will then combine their narratives to create a short story. Finally, students will print their stories and share them with the class.

Provide Knowledge of Results: After each story is shared, the class will discuss what they like and dont like about the stories, whether it fits the third person omniscient narrative, and any other feedback. Group members presenting their story will state what they liked or didnt like about the assignment, what gave them difficulty, and what they found easy about the assignment. At the end of the class, students will hand in their personal contributions of the stories as well as the final product and I will edit them, giving them my own feedback about their work and how they can improve. Review the Activity: During discussion of stories, students will be talking about third person omniscient, what classifies as third person omniscient, and what the benefits of using this point of view are within a story. They will discuss what they enjoyed about writing in this style as well as what they found limiting or difficult. Method of Assessment: Students will be able to obtain a total of 10 points for this assignment. (See next page for rubric.)

Discussion

1 Does not participate in discussion.

Use of Third Person Omniscient

Story reflects that student does not understand third person omniscient

2 Participates in discussion but doesnt understand the concepts being discussed. Story reflects that student vaguely understands third person omniscient. Student communicates well with group members but does not contribute equally.

3 Participates in discussion and understands the concepts being discussed. Story reflects that student understands third person omniscient, but story could use some editing. Student communicates well with group members and contributes equally.

4 X

Group Work

Student communicates poorly with group members and does not contribute equally.

Story reflects that student understands third person omniscient and story is written well. X