Sample Lesson Plan

Reading: Literature Standard 6

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Objective (s):

Students should understand the difference between first person and third person narrative

Materials: The True Story of the Three Little Pigs, by John Scieszka

The Three Little Pigs, by James Orchard Halliwell-Phillipps

Library Access

 

Background for Teachers:

Teachers must clearly define the difference between first person and third person narratives. The book The True Story of the Three Little Pigs is told from the Wolf’s perspective. The entire book is written in first person, using the words “I” and “me” to define that the narrator is talking about himself throughout the book. The author is telling the story as if he is the Big Bad Wolf, recounting events that had happened to himself.

The Three Little Pigs, by James Orchard halliwell-Philipps, tells the story as if he is watching it happen, using keywords and phrases like “he” “they” “the first little pig” and “The Big Bad Wolf”. This shows the students that he is telling a story as if he is watching what is happening.

Write a few sentences on the board for students to determine what person perspective that the sentences are in. Here are some example sentences:

“I went to the grocery store last night to get some milk, but the store was closed, and I had to go back home empty handed.”

“Marta went to the grocery store last night to get some milk, but the store was closed, and she had to go back home empty handed.”

Have students tell you what perspective each sentence is in. Ask students how they know which person perspective the sentence is in. What key phrases are hints to what person perspective the sentence is in?

On the board, create a T chart, or have your students create a T chart on a piece of paper, and write what words you would use if you were writing in first person perspective in one column, and what words you might use if you were writing in third person perspective in the other column.

Background for students: Ensure that students have a clear understanding of the differences of each perspective. Have students make a T chart on a piece of paper and write words they would use if they were writing in  first person perspective in one column, and have them write what words they might use if they were writing in third person perspective in the other column.

Intended Learning Outcomes: (same as objectives)

Instructional Procedures:

For the first activity, have students write a short story about what they do to get ready for school each morning, but to write it in third person narrative, from the time they wake up, to the time they get to school.

For example:

This morning, Sarah arose groggily from her slumber. She rolled out of bed and climbed the stairs to start her morning pot of coffee. As she waited for the coffee to brew, she quickly munched down a bowl of her favorite cereal, Frosted Flakes.

Once her coffee finished brewing, Sarah poured herself a cup, slipped an ice cube into the cub, and began to sip it as she walked down the stairs. She was slowly starting to feel more awake. As her coffee cooled, she began to drink faster. By the time she reached the bottom of the cup, she was nearly guzzling.

Sarah set the cup down on her dresser and proceeded to brush her hair, put on her makeup, and put on her clothes. She looked at her empty coffee mug, and decided she needed more. She marched back up the stairs, plopped an ice cube into the cup, and poured herself another, then trudged back down the stairs.

Sarah gathered her books and materials in her backpack, slung it over her shoulder, chugged the rest of her coffee, and ran out the door to start her car. She slung open the car door, tossed her backpack inside, sat down, started the engine, and away she drove.

Be sure to note that the story is about you, but you are telling it in third person narrative, so you replaced “I”, “My”, and “me” with “Sarah”, “she”, and “her”.

Next, take the entire class to the library. Have each student check out a fairy tale of their choice. Have the students read the story and decide if it is told in first person or third person narrative.

If the story is in first person narrative, have the student rewrite the story in third person narrative, possibly from another character’s perspective. If the story is in third person narrative, have the student choose a character, and write the story from their perspective in first person narrative.

 

Family Connections:

Have each student interview a parent or sibling and have them write the story of their morning routine. The story should be written in first person narrative from the sibling or parent’s point of view.

OR

Have each student observe a family member complete a task, such as cooking dinner, cleaning the house, or running errands. Have each student write a short story in third person narrative about what action their family member is doing.

Differentiation for Diverse Learners:

Diverse learners who do not speak English should work on this project with an ESL teacher. The ESL teacher can assess their English language proficiency to decide if they are at an adequate level of comprehension to complete this activity. If they are, no modifications should need to be made. If they are not, students can work with ESL teachers and support staff to complete this project.

Assessment Plan:

Write ten sentences on the board, five in first person narrative, five in third person narrative. Number each sentence one through ten and have each student decide which person narrative each sentence is in.

References:

http://www.uen.org/core/displayLessonPlans.do?courseNumber=4240&standardId=70491