L1+Palermo,+Jennie

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT ** b. Analyze the difference between first person and third person narration and the effect of point of view on a reader's interpretation of a text. I want to have students put their ideas for a story on a story board. Think pair share will accompany this individual work. They will show their ideas to a partner and get feed back. Then the partner groups will join into larger groups to get more feedback. This story will be used to see how well students understand first and third person narration. Students will write two different stories using the same events. They will tell one from first person and the other from third person. This product will be shown to the class, in any way the students want. Product: Story. This will be assessed by checklist. The technology I would like to use is Inspiration software to make the storyboards. This will help the students see how to organize webs, trees and any other form of diagram. They can learn how to correctly make an outline with this program as well. __ Art: __ When students are presenting their projects, they can use a visual to display (art) or act it out (drama). Student will be split up into Think Pair Share groups. They will think about narration and how it impacts a story and write it all down. They will then share their ideas with a partner. Then partner groups will get together before a class group discussion. Students will be lined up in birth order. The line will be snaked around to have students facing each other. This is how partners will be chosen. The partner groups will be the groups that is to the right of every other student in line.
 * UNIVERSITY OF MAINE AT FARMINGTON**
 * __ Teacher’s Name __**** : Ms. Palermo ** **__Date of Lesson__: Lesson 1 (Perspective)**
 * __ Grade Level __**** : Sophomores ** **__Topic__: First and Third Person Narration**
 * __ Objectives __**
 * Student will understand that ** **the point of view that a story has a big impact on the reader.**
 * Student will know **first and third person and point of view.** **
 * Student will be able to **analyze the difference between first and third person narration and the effects of point of view on the reader.** **
 * __ Maine Learning Results Alignment __**
 * Maine Learning Result: English- Language Arts- A. Reading****
 * A2 Literary Texts**
 * Grades 9-Diploma** ** //Tess of the d'Urbervilles//
 * Students read text within a grade appropriate span of texts complexity, and analysis of** fiction, **nonfiction, drama, and poetry, using excerpts from text to define their assertions**
 * Rationale: ** This lesson will start students thinking about the importance of first and third person narration. Since this is the first lesson, they are still learning about narration, but with the final project for this lesson, it will enable them to see how it has an impact on the reader.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * __ Technology: __**
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * Verbal:** The discussions in groups and partners are a direct connection to these learners
 * Music:** I would like to have music playing in the back ground while they are doing the storyboard and the think pair share.
 * Interpersonal:** The discussions in their think pair share groups is a direct connection to this intelligence
 * Visual:** If they would like to make a comic to present their story then they can chose to do so.
 * Intrapersonal:** Doing the individual work to figure out their thought process will help these learners.
 * Kinesthetic:** If they would like to turn their story into a skit or play and present it that way then they may do this.
 * Modifications/Accommodations **
 * ( ****//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//** )

Students will meet up with me so I can give them an over view of what they missed. They will write a couple of lines about narration to show that they understand the concept after they read the hand out. They will be responsible for a story board as well. Students will produce a story that is different yet the same. The story will be of the same events but one will be told in first person and the other will be told in third person. They will be required to make a storyboard of the events in the story. The storyboard will be created in Inspiration. This is a type II software because students have a chance to decided how they will understand their work best. When they finish the story, they will be self evaluating. This is a higher thinking process. For students: Laptops Pencil Paper Their copy of //Tess of the d'Urbervilles// Inspiration (if possible)
 * Extensions **
 * __ Materials, Resources and Technology __**

For teacher: Clips from reality TV shows Hand outs (Think pair share, different types of narration) A way to get Inspiration if they can't get it Laptop Projector Speakers Checklist for story This is a lesson plan from Arizona. Its a little bit different than how I want to go, but its a good resource. [|www.lessonplanspage.com/LALittleRedRidingHoodwinkedNarratorPointOfView512.htm] This isn't a full lesson plan but it has some good ideas for peer review. [|www.readwritethink.org/lessons/lesson_view.asp?id=122] This has a bunch of different lesson plans as well as some hand outs. [|www.lessonplanet.com/search?grade=all&keywords=point+of+view+narrator&media=lesson&rating=3&search_type=narrow] An explanation of Think Pair Share. [|www.readingquest.org/strat/tps.html] A good explanation of the different types of narration. [] this has really good explenations of the different types of third person: []
 * __ Source for Lesson Plan and Research __**

Inspiration software: [|www.inspiration.com/Freetrial]
 * __ Maine Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * // Rationale //**** : **// Each learning style is important. Teachers have to target all of them or they may not gain students' respect.


 * Microscope:** The discussions will help these students understand.
 * Puppy:** For these learners, the discussions will help them figure things out. Also I will be close by to answer any questions or clarify anything they need me to.
 * Beach ball:** Working with the new software will help these students get a handle on the ideas of the lesson and the project.
 * Clipboard**: I will put the schedule for the class on the board so that students know exactly where we are going next. //
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //**// This lesson is the perspective facet because it starts students thinking about point of view. They will start to consider "why this persons' point of view?" as well as "what if it was different?." This brings in the MLR by having them learn the difference between first and third person point of view. With the final project that the students are doing, students will understand that there is a reason that authors use the point of view and narration that they do. //
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**
 * //Verbal://**// The group and partner discussions is a direct connection to this learner.
 * Music:** I would like to have music playing in the back ground while they are doing the storyboard and the think pair share.
 * Interpersonal:** The discussions in their think pair share groups is a direct connection to this intelligence
 * Visual:** If they would like to make a comic to present their story then they can chose to do so.
 * Intrapersonal:** Doing the individual work to figure out their thought process will help these learners.
 * Kenesthetic:** If they would like to turn their story into a skit or play and present it that way then they may do this.

Students will produce a story that is different yet the same. The story will be of the same events but one will be told in first person and the other will be told in third person. They will be required to make a storyboard of the events in the story. The storyboard will be created in Inspiration. This is a type II software because students have a chance to decided how they will understand their work best. // I want to have students put their ideas for a story on a storyboard. Think pair share will accompany this individual work. They will show their ideas to a partner and get feed back. Then the partner groups will join into larger groups to get more feedback.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //**
 * //Formative (Assessment for Learning)//**//

This story will be used to see how well students understand first and third person narration. Students will write two different stories using the same events. They will tell one from first person and the other from third person. This product will be shown to the class, in any way the students want. Product: Story. This will be assessed by checklist. // My classroom will be arranged in a perimeter way (or U shape) so that students will all be able to see each other and no one can hide behind people. This will also make presenting a little easier when that time comes. Students will see how the point of view of a story impacts how we perceive a story. Point of view and narrative are in a lot of things including reality TV shows. The MLR that I am using for this lesson is "Students read text within a grade appropriate span of text complexity and analyze fiction, nonfiction, drama, and poetry using excerpts to define assertions." At the beginning of the first class, we will watch a couple of clips of reality TV shows to demonstrate the difference between a first person narration and a third person narration. This will be followed by a discussion. Day 1: Looking at Reality TV clips (5-8 min) Discussion about TV clips(15-20 min.) Over view of Narration and Point of view (20-25 min) Think pair share (15-20 min) Discussion (10-12 min.) Day 2: Lesson on Inspiration (15-20 min) Brainstorming (20-30 min) Share out (8-10) Example of story (2-3 min) Work time (15-20 min.) Day 3: Work time (70-75 min.) Workshops and feed back (during work time [6-8 min each]) Final questions (5-10 min) Day 4: Presentations (65-70 min.) Check list (10-15 min.) The way that students will learn the material for the project (what first and third person narration and point of view are) is through class discussion, a hand out that I'll give them and their own exploration of the topic through group discussions and personal thoughts. Students will use the think pair share model to explore the topic. This will be followed by a class discussion that will give students a chance to listen to others and rethink their ideas. For the project at the end of the lesson, students will make a storyboard using [|Inspiration]. They will then share this with a group that likes the same color that they do. This will give them a chance to get some feedback from their peers. Each student in the group will share and they all have to say one good thing and one thing that could be improved about the sharer's paper. The students will then be able to revise their storyboard before they start writing their story. After the students' presentation (reading it out loud, acting it out, visual, etc), the students will have a check list that they have to fill out to assess if they put everything that they need into the story. I will have a meeting with them during the work day with each students to help them and see where they are going with their story. I will also give them some feedback after the story is turned in, this way they know what they need to work on for the big project. Each of my lessons build on each other so that the students have a knowledge base so that they can create the final project. First and third person definitions: **// F //** irst person narrative means writing from the "I" point of view. As in**:** I walked down the alley, I picked up the phone, I told Tony that he was going down if he didn't cough up the money by Saturday. I thought about it, then shook my head. I told myself I didn't care, but I picked up the paper anyway and glanced over the business column. Third person narrative form is writing from the omniscent point of view. Here, you use the he-she form. As in**:** he walked down the alley, she picked up the phone, and Jason told Tony that he was going down if he didn't cough up the money. Mort thought about it, then shook his head. And Cleary told himself that he didn't care, but picked up the paper anyway.
 * Summative (Assessment of Learning)**
 * __ Teaching and Learning Sequence __**** : **
 * Where, Why, What, Hook, Tailors: ****Visual, interpersonal, Verbal**
 * Equip, Explore Rethink, Revise Tailors: ****Verbal, interpersonal, intrapersonal**
 * Explore, Experience, Rethink, Revise, Refine, Tailors: ****Interpersonal, Visual, Logical, Verbal**
 * Evaluate, Tailors: ****interpersonal, kinesthetic, visual, verbal, intrapersonal**
 * __ Content Notes __**

Which is better: **// S //** ome people instinctively think of storytelling in the "I" form. They find it easier to unfold a story from the personal point of view. Others want to offer readers the additional insight they can achieve in the "he-she" form. For some writers, it's simply impossible to write in first person. Others find it mandatory for their craft. (In both school and at the university, I was always writing in the opposite point of view as everyone else. When everyone else wrote in first person, I wrote in third; when everyone else wrote in third person, I wrote in first or second. I could never figure out what I had missed in the assignments that made it so much easier for everyone else to write in the opposite voice.) For the most part, I recommend writing in third person when you're starting out. Why? Because I've noticed that the "I" form to a new writer is like the temptation of the suicide ending--it's not usually done well when you're first starting to write. In first person, it's easy to be stilted and boring in your delivery. It's easy to use too many "I did X" sentence structures. It's easy to forget how to include description and emotion; easy to spend far too much time thinking, and not enough time in the here-and-now of the story. First person can also force you to contrive trite or unbelievable situations so that the character overhears, sees, or somehow finds out about things which you (the author) want the reader to know. This is where the overused ploys come in. For example, picking up the phone when someone else is on the line, while that other person never notices the other open receiver. Or walking by the open office door during a sensitive conversation. Overhearing the murderer conveniently incriminate himself. Correctly guessing the bad guy's password in three tries, in order to access the encrypted data that was, of course, conveniently left in a directory titled something like "Villainy", etc, and which can be copied directly to disk without having to reset any permissions. You can see where this is going. First person stories can be executed very poorly when it comes to unfolding motivations and plots. You might ask why first person so pervasively requires such contrived settings and situations. Simple. Because the main character in the "I" form cannot be inside the heads of the other characters. It's obvious, but first person doesn't allow hero to see or hear anything the bad guy is doing if he's not right there to see and hear the bad guy himself. That limits the way the villain and other characters' motivations are unfolded. In contrast, in third person, the narrator is in the minds of all characters. This allows the narrator to use a simple description or hint of expression, or even a side scene to give the reader the information that the main character can't know, but which the reader must know in order to follow the story. Third person is often perceived as 'harder' by new writers, since they now have to deal with all characters, not just the main character. However, if that's your reason for wanting to stick with first person, that in itself indicates that you're not using the first-person form correctly. First person doesn't mean you can ignore the other characters. It means you somehow have to develop them all, with depth and realism, through the eyes of a single viewpoint. Yes, that's often harder. If you can't do realistic, believable character development in first person, then work with third person until you improve your skills. Experiment with the first and second person in short pieces, exercises, or in an experimental novella. Once your characterization skills improve, you should be able to tell a story from any narrative view (first, second, or third) and still have a solid tale. Is one narrative form actually better in general than the others? No. Third person is more popular, certainly. Second person is least popular. However, it's how well you tell the story, not which viewpoint you choose, which is most important. Is one narrative form better than others for a particular type of story? This depends again on your skill level as a writer, in the type of story you want to tell, and on the tone you want to set. || �  ||  Do you want more intimacy with all characters? Do you have a more sweeping canvas than a single, narrow view? Then perhaps you should pick third person. || ||  ||  ||  ||  || ||  �  ||  Do you want the single-eye view of the world? Do you want the reader to 'wallow' or be immersed in a single man's fallacies, triumphs, and fears? Consider first person. || ||  ||  ||  ||  || Consider what you want the reader (and you) to get out of the story, where you want the depth of characterization to come from, then choose the appropriate narrative form.

Omniscient:

**// W //** riting in the third person allows the writer to be omniscient, to see and understand all elements and characters in the story, to show the story from more than one set of eyes. This may be as simple as including a few lines about the people left in the room after the main character exits. It may be as in-depth as showing complete scenes and events for which the main character isn't present. However, being omiscient does not mean that you should scatter the focus of your story. It is a common misconception that writing in third person allows you to show the POV of all characters fairly equally. The reality is, you can show them fairly, but not usually equally--readers still need something specific with which to identify (All above from []) Groups: Think pair share groups [] Story example: My own: See attached


 * THIRD- **P ERSON **OMNISCIENT NARRATION** : **This is a common form of third-person narration in which the teller of the tale, who often appears to speak with the voice of the author himself, assumes an omniscient (all-knowing) perspective on the story being told**: diving into private thoughts, narrating secret or hidden events, jumping between spaces and times. Of course, the omniscient narrator does not therefore tell the //reader// or //viewer// everything, at least not until the moment of greatest effect. In other words, the [|hermeneutic code] is still very much in play throughout such [|narrations]. Such a narrator will also [|discursively] re-order the chronological events of the [|story].


 * THIRD- **P ERSON **LIMITED** ** NARRATION OR LIMITED ** ** OMNISCIENCE ** : **Focussing a third-person narration through the eyes of a single character**. Even when an author chooses to tell a narrative through [|omniscient narration], s/he will sometimes (or even for the entire tale) limit the perspective of the narrative to that of a single character, choosing for example only to narrate the inner thoughts of that one character. The narrative is still told in [|third-person] (unlike [|first-person narration]); however, it is clear that it is, nonetheless, being told through the eyes of a single character. A famous example of this form of narration is James Joyce's "The Dead" (in //Dubliners//). A narrative can also shift among various third-person-limited narrations. (See also [|focalize].)

[] Check list Narration: When, Why, examples Think pair share Example of 1st and 3rd person stories
 * OBJECTIVE **T REATMENT : **An objective treatment of a scene is the most common use of the camera in film and television; we are simply presented with what is before the camera** in the [|diegesis] of the narrative. We are not seeing the scene through the perspective of any specific character, as we do in [|POV shots] or in a [|subjective treatment] of events. "Objective treatment" corresponds to "[|third-person narration]" in literature.
 * __ Handouts __**