Lesson 1: Third Person Limited and Omniscient Points of View
- Learning Goal
- Identify and describe first person, third person limited, and third person omniscient points of view.
- Approximately 50 minutes
- Necessary Materials
Provided: Direct Teaching and Guided Practice Worksheet, Direct Teaching and Guided Practice (Teacher’s Copy), Independent Practice Worksheet, Independent Practice Worksheet (Teacher’s Copy), Reference Sheet for Teachers and Students
Not Provided: N/A
will review the differences between first and third person points of view. (In the first person point of view the narrator is telling a story and is a character in the story. In third person point of view, the narrator is telling a story from someone else’s viewpoint and is not a character in the story.) I will explain that there are two different types of third person point of view: limited and omniscient. I will explain that the difference is that third person omniscient is written as if the narrator is watching all that is happening and knows what each character is thinking. Third person limited does not include the character’s thoughts. For example, the sentence, “The teacher proudly read the worksheet to her students,” is written in third person limited; the sentence, “The teacher proudly read the worksheet to her students and thought to herself, ‘I have the smartest students,’” is written in third person omniscient. I will read the first paragraph on the “Look Who’s Talking!" worksheet (see Direct Teaching and Guided Practice Student Worksheet, provided below in Teacher and Student Materials) and model how to identify the clues that help me determine the point of view (character’s name is used; narrator knows his thoughts). A Teacher’s Answer Guide and a Reference Sheet with definitions are also provided below.
Ask: How did I identify the point of view? Students should respond that you read the text and thought about who was telling the story and if the narrator knew the feelings and thoughts of the characters.
will read the remaining paragraphs on the “Look Who’s Talking!" worksheet and determine the point of view of each paragraph. We will identify and discuss the clues that help us determine the point of view in each paragraph.
will determine the point of view of each paragraph on the “Determine the Point of View” worksheet. You will identify the clues in each paragraph that help you determine the point of view. (Student Independent Practice is provided below.)
Build Student Vocabulary eternity
|Tier 2 Word: eternity|
|Contextualize the word as it is used in the story||He had 45 minutes until lunch! It seemed like an eternity.|
|Explain the meaning student-friendly definition)||An eternity is a period of time that seems to last forever, or does actually last forever. If you say that it feels like it will be an eternity until your birthday, that means it feels like you are going to have to wait forever until your birthday!|
|Students repeat the word||Say the word eternity with me: eternity.|
|Teacher gives examples of the word in other contexts||Scientists believe that the universe will be in motion for eternity. I waited for the bus for what seemed like an eternity this morning – I don’t know why it took so long!|
|Students provide examples||Can you give an example of an event that feels like it is an eternity away? Students should say, “______ feels like it is an eternity away because _________________.”|
|Students repeat the word again.||What word are we talking about? eternity|
|Additional Vocabulary Words||grumbled|
After reading Teaching Example #2 on the Chart, explain that in some apartment buildings, the walls can be thin, so your neighbors can hear what is going on in your apartment. Tell your students that when walls are filled with something called "insulation" it helps to keep sound and heat in one place. When there is not insulation, it is easy to hear what your neighbors are saying and doing.
Texts & Materials
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