Lesson 2: Changing the Point of View
- Learning Goal
- Learn how to change from one point of view to another in writing.
- Approximately 45-50 minutes
- Necessary Materials
- Provided: Direct Teaching and Guided Practice, Direct Teaching and Guided Practice (Teacher’s Answer Guide), Independent Practice Worksheet
Not Provided: N/A
Teacher Tip: 4th Grade Point of View Lesson 1 provides scaffolded support for this lesson. In addition to teaching students the different points of view, the Student Independent Practice in Lesson 1 provides students the opportunity to work with one story written from different points of view. Please complete lesson 1 before moving onto lesson 2.
will review what we have learned about the different points of view in Lesson 1 (first person, third person objective, third person limited, and third person omniscient). I will explain that the point of view of a story affects the author’s purpose, voice, and plot of the story. Today we will change the point of view of texts and identify how a different point of view affects each story. I will read the first paragraph on the “Changing the Point of View” worksheet (provided) and model how to identify the point of view (third person objective). I will model how to rewrite the passage using a different point of view. I will demonstrate how adding characters’ thoughts and feelings changes the point of view from third person objective to third person omniscient. (Direct Teaching and Guided Practice Student Worksheet and Teacher Answers are provided in the Texts & Materials section.) I will explain that changing the point of view to third person omniscient allowed me, as the writer, to share with the reader more about both characters’ feelings.
Ask: How did I change the point of view? Students should respond that you changed the point of view from objective to omniscient by adding in how both characters felt about their talents.
will rewrite the paragraph again in the first person. We will discuss how the paragraph changed each time the point of view was changed. (Direct Teaching and Guided Practice Student Worksheet and Teacher Answers are provided in the Texts & Materials section.) For example: When we rewrite the story in the first person, the narrator is one of the characters (Therese). The story in the first person has a more personal touch and allows the reader to learn more about the narrator’s feelings.
will determine the point of view of each paragraph on the Independent Practice worksheet and rewrite each paragraph in another point of view. (Student Independent Practice is provided in the Texts & Materials section). You will explain how changing the point of view changes the paragraphs.
Build Student Vocabulary assembly
|Tier 2 Word: assembly|
|Contextualize the word as it is used in the story||Kathy has a beautiful singing voice, and her teachers are always asking her to sing at assemblies or in school musicals.|
|Explain the meaning student-friendly definition)||An assembly is a group of people gathered together for a specific purpose. We often have assemblies at school, but the government and other groups of people hold assemblies as well.|
|Students repeat the word||Say the word assembly with me: assembly.|
|Teacher gives examples of the word in other contexts||Every year, our school organizes a terrific assembly for Black History Month. When I’m trying to make major decisions, I sometimes call an assembly of my friends, so I can ask their advice.|
|Students provide examples||Can you give an example of an assembly? Start by saying, “One example of an assembly is _________________.”|
|Students repeat the word again.||What word are we talking about? assembly|
Since Kathy is a great singer, she can be called a vocalist, and because Therese is a great athlete, she can be called a competitor or sportsperson.
Texts & Materials
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