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\n\n14\nItems in Unit\n\n
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\nMelville’s Moby Dick: Shifts in Narrative Voice and Literary Genres\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nA three-lesson unit module has readers of Moby Dick examine the narrative voice and dramatic perspective Herman Melville uses to contrast Ishmael and Captain Ahab. In addition, scholars analyze how the author incorporates various...\n
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\n\n4\nItems in Lesson\n\n
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\n\"Edgar\n\n
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\nEdgar Allan Poe and Ambrose Bierce\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nA two-part lesson examines the works and biographies of Edgar Allan Poe and Ambrose Bierce. Part One focuses on the authors’ narrators and asks readers to consider whether the narrators of “A Tell-Tale Heart” and “Occurrence at Owl Creek...\n
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\n\n12\nItems in Topic\n\n
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\n\"Using\n\n
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\nUsing Photographs to Teach Social Justice\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nSocial justice is the theme of a 12-lesson unit that uses photographs to focus students' attention on and expand their understanding of current social issues facing society. Class members learn how to closely examine an image, and to...\n
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\n\n21\nItems in Unit\n\n
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\n\"The\n\n
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\nThe K20 Chronicle Unit\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe four-part K20 Chronicle unit teaches young journalists how to create informative and engaging news articles. They also learn how to conduct interviews, how to include quotations and photographs, and how to credit and cite sources. A...\n
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\n\"Understanding\n\n
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\nUnderstanding Points of View\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nInvestigate the importance of author's point of view. Young linguists study primary source documents related to the Treaty of Casco Bay. The first source is authored by the Native American Chiefs, the second by an English...\n
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\n\"Analyzing\n\n
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\nAnalyzing Author’s Point of View: Immediate Aftermath Excerpt of “Comprehending the Calamity\"\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nAnalyze that! Scholars continue reading and analyzing a primary source about the immediate aftermath of the 1906 San Francisco fire and earthquake. Then, individuals use graphic organizers to identify the author's point of view.\n
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\n\"Analyzing\n\n
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\nAnalyzing Author’s Point of View: Earthquake Excerpt of “Comprehending the Calamity”\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nHow do authors convey their points of view? Using the resource, scholars read an excerpt from a primary source document about the 1906 San Francisco earthquake. Then, they complete graphic organizers to analyze the author's point of view.\n
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\n\"Determining\n\n
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\nDetermining Author's Point of View: The Sneeches \n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nDetermine the author's point of view in a text. Young readers read Dr. Seuss' The Sneeches and identify the author's purpose in the story. They identify persuasive techniques in writing, asking and answering questions to better...\n
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\n\"Narrator\n\n
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\nNarrator and Point of View\n

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\n\nFor Students\n\n2nd - 5th\n\nStandards\n
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\nPoint of view is important when choosing a narrator. Help young writers distinguish between first and third person point of view with an activity that features excerpts from Robert Louis Stevenson's Treasure Island. After reading...\n
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\nPoint of View: Comparing Esperanza's and Isabel's Perspectives About Life in the Camp (Chapter 7: \"Las Cebollas/Onions\")\n

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\nExplore point of view and more with a Common Core-designed instructional activity. Learners experience different points of view by representing one of two characters from Esperanza Rising during a partner discussion. They must use...\n
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\n\"Whose\n\n
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\nWhose Point of View? The Journey of Three Generations\n

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\n\nFor Teachers\n\n5th - 10th\n
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\nA reading of Whale Journey, a fact-filled picture book by Vivian French, launches a study of the life cycle and migration of three generations of gray whales. The interdisciplinary lesson offers opportunities extensions into all subject...\n
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\n\"Third-Person\n\n
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\nThird-Person Limited, Omniscient or Objective Point of View?\n

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\n\nFor Students\n\n8th - 9th\n
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\nHelp your readers identify different points of view by studying key words the author uses to mold the story. There are four story excerpts provided here, and readers must identify the point of view, record the words that led them to that...\n
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\n\"Analyzing\n\n
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\nAnalyzing Author’s Point of View: Chapter 5 of World without Fish\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nThat's an interesting perspective. Scholars read chapter five of World without Fish and use an Author’s Point of View graphic organizer to determine the author's perspective. In triads, they highlight words that support the author's...\n
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\n\"Analyzing\n\n
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\nAnalyzing Author’s Point of View: Chapter 4 of World without Fish\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nGive me a clue. Scholars work in triads to use highlighters and mark clues that lead to the author's point of view in World without Fish. The Author’s Point of View graphic organizer helps them map out their thoughts.\n
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\n\"End\n\n
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\nEnd of Unit 1 Assessment: Analyzing Author’s Point of View and How it is Conveyed\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nOne step at a time. Scholars complete the end of unit assessment by reading pages 70–75 of World without Fish and analyzing each paragraph one at a time. They highlight key words leading to author's point of view and complete a...\n
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\nTeaching Point of View With Two Bad Ants\n

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\n\nFor Teachers\n\n3rd - 5th\n\nStandards\n
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\nWhat better way to explain the concept of point of view than from an ant's perspective! After reading Two Bad Ants, pupils identify the point of view of the ants by studying the text and pictures. Then, they fill out a...\n
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\nMid-Unit 2 Assessment: Analyzing the Author’s Point of View: Relief Camps\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nWe're halfway there ... what a relief! Scholars read an excerpt from a primary source about the relief camps associated with the1906 San Francisco earthquake. Next, they complete a mid-unit assessment, answering short-answer and...\n
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\nThe Way I See It: Point of View\n

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\n\nFor Teachers\n\n9th - 11th\n\nStandards\n
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\nRobbers see a house from a different perspective than real estate agents. That's the big idea in a lesson about point of view. Groups assume the role of either robbers or real estate agents, note important details in a description of a...\n
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\n\"Learning\n\n
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\nLearning from the Narrator’s Point of View: Introducing Dragonwings\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nJourney into the past with Laurence Yep's Dragonwings. Scholars complete anchor charts to analyze techniques the author uses to develop the narrator's point of view in his novel. As they read, pupils also complete word catchers to...\n
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\n\"Narrator’s\n\n
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\nNarrator’s Point of View Flow Chart\n

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\n\nFor Students\n\n4th - 12th\n\nStandards\n
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\nHow can you tell what point of view a narrator is using, and why does it matter when reading or writing? Use a handy flow chart to determine whether or not your narrator is telling the story from a first or third person point of view.\n
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\nPoint of View\n

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\n\nFor Teachers\n\nK - 8th\n\nStandards\n
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\nWork with your class on point of view by reading \"The Three Little Pigs.\" Learners demonstrate an understanding that the point of view is determined by the author and that different points of view exist. They then read a different short...\n
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\nGingerbread Baby's Point of View #8\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nRead the story Gingerbread Baby and use these various activities to connect to grammar, art, and point of view. In one activity, learners create character masks. They practice writing verbs on the back of the masks to tell what each...\n
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\nAuthor’s Perspective\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nGradually build understanding of author's point of view through a scaffolded set of exercises. Moving from direct instruction, to collaborative work, and eventually to independent practice, these steps will assist your class in...\n
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\nHe Said, She Said, So: What's the Point?\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nNot by the hair on my chinny chin chin! Upper graders and middle schoolers read the story The Three Little Pigs and other tales related to the story from various points of view. They use the Internet to find more stories...\n
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