Literature - EC: L.F.2.3.6
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
- Recall the definitions of first person point-of-view and third person point-of-view (both limited and omniscient).
- Identify a variety of texts that employ first person points-of-view and third person points-of-view.
- Compare two different texts employing first person point-of-view.
- Explain how the meaning of a text that uses limited third person point-of-view would be different if it used omniscient third person point-of-view instead.
- Analyze how the use of first person point-of-view advances, supports or contributes to the meaning of the text as a whole.
- Draw a conclusion about why an author choice a specific point-of-view given the meaning of the text as a whole.
- Students accurately define, in speech or in writing, first person point-of-view and third person point-of-view.
- Students are able to identify the use of first person point-of-view, third person limited and third person omniscient in a variety of texts.
- When reading two texts of first person point-of-view, students are able to identify ways in which this point-of-view contributes to the text’s meaning, diction, style, tone and narrative structure.
- Students are able to explain the differences in third person limited and third person omniscient. They can explain how each type contributes to and shapes the meaning of the text as a whole. Students can also then extend and demonstrate their understanding of these points-of-view by explaining how a text’s meaning would be different if it used one as opposed to the other.
- Students appropriately and artfully make connections between the use of a first person narrator in a text to the meaning of the text as a whole.
- Students appropriately and artfully formulate hypotheses and draw conclusions about why an author choice to organize a text through a specific point-of-view. Students can organize their thinking by what the text gains in terms of meaning, style and tone through this specific point-of-view.
Suggested Rubric: This rubric may be used to assess a student’s overall mastery of the standard or eligible content.