Point of View/Perspective Writing Unit

Unit Purpose:
• Students will hear and write stories from differing perspectives in order to become familiar with
point of view, perspective, and distortion.
• Students will work on story writing techniques, specifically focusing on story elements and
dialogue.
• Students will discuss how point of view changes facts depending on perspective. They will
hopefully begin to have empathy for others in dealing with conflict. (Character Education
component)

Modifications:
• Several English Language Learners will need the directions read to them in an individual manner,
checking for understanding and questions.
• Shalisa Campbell and Kendra Gehringer will need extra time and clarification of assignment
• On the whole, several students will need guided instruction involving story writing, basic sentence
structure, etc. Small group instruction for these students will ensure understanding and success.

Enrichment:
• Coordinate with Gifted and Talented teacher on specific advanced story writing techniques
• Through small group instruction, work with students on character development, varying sentence
structure, realistic dialogue, and plot lines.
• Illustrated story board to accompany story
Lesson #1
Objectives:
• The learner will engage in actively listening to two short stories describing the same event from
differing view points and will complete a Venn Diagram detailing the similarities and differences of
the two stories.
• The learner will demonstrate understanding of the two stories by writing a short compare/contrast
essay detailing three similarities and three differences.
Standards/Benchmarks:
Standard 1: Students read and understand a variety of materials
• 1.1: use comprehension strategies such as using prior knowledge; previewing; predicting; inferring;
comparing and contrasting; rereading and self-monitoring; summarizing; identifying the author’s
purpose, i.e., reason for writing; determining the main idea; and applying knowledge of
foreshadowing, metaphor, simile, symbolism, and other identified figures of speech
Standard 2: Students write and speak for a variety of purposes and audiences
• 2.2: write and speak for a variety of purposes such as telling stories, presenting analytical responses
to literature, conveying technical information, explaining concepts and procedures, and persuading
• 2.6: prepare written and oral presentations using strategies such as lists, outlining, cause/effect
relationships, comparison/contrast, problem/solution, and narration
Standard 3: Students write and speak using formal grammar, usage, sentence structure, punctuation,
capitalization, and spelling
• 3.1: recognize, understand, and use formal grammar in speaking and writing;
• 3.2: apply formal usage in speaking and writing;
• 3.3: use correct sentence structure in writing;
• 3.4: demonstrate correct punctuation, capitalization, and spelling
Lesson Outline
Focus Lesson:
Have students clear desks and engage in a listening position (review what listening looks like). Tell
class they will be listening to two stories, one may seem familiar and the other probably will not.
They need to listen carefully to decide what is the same in the stories and what is different. Later,
they will need to recall this information.
Read the original Hansel and Gretel to the class. Next read the short story Shedding Light on the
Black Forest. Prompt for discussion on what is going on in the 2nd story.
Place the blank Venn Diagram on the overhead. Have students take out a piece of paper and draw
their own diagram. Prompting answers from the class, fill out the diagram.
Work Period:
Direct class to write a two paragraph essay in which they describe what is the same in the stories and
what is different. The first paragraph should discuss at least three similarities and the second should
discuss at least three differences. Both paragraphs need topic sentences and conclusions. Write
requirements on the overhead. Students have remainder of work period to write. What is not finished
becomes homework.
Closing:
Stop class work and discuss problems or concerns. Assess how much was finished in class. Prompt
for volunteer to share a paragraph.
Lesson #2
Objectives:
• The learner will demonstrate an understanding of perspective by responding to ambiguous drawings
(old woman/young lady, faces/candlestick, etc.) in writing.
• The learner will demonstrate an understanding of distortion by responding to a basic distortion
illusion in writing.
• The learner will apply knowledge of comparison and contrast by filling out a Venn Diagram after
reading two similar stories.
• The learner will analyze a story using their knowledge of perspective and distortion by writing a well
organized paragraph.
• The learner will apply their knowledge of character education and distortion to propose better choices
for the characters in the story.
Standards/Benchmarks:
Standard 1: Students read and understand a variety of materials
• 1.1: use comprehension strategies such as using prior knowledge; previewing; predicting; inferring;
comparing and contrasting; rereading and self-monitoring; summarizing; identifying the author’s
purpose, i.e., reason for writing; determining the main idea; and applying knowledge of
foreshadowing, metaphor, simile, symbolism, and other identified figures of speech
• 1.3: adjust reading strategies for a variety of purposes such as reading carefully, skimming and
scanning, fitting materials into an organizational pattern, reading a variety of literature
chronologically, finding information to support particular ideas, and finding the sequence of
steps in publications including textbooks and technical articles
Standard 2: Students write and speak for a variety of purposes and audiences
• 2.2: write and speak for a variety of purposes such as telling stories, presenting analytical responses
to literature, conveying technical information, explaining concepts and procedures, and persuading
• 2.6: prepare written and oral presentations using strategies such as lists, outlining, cause/effect
relationships, comparison/contrast, problem/solution, and narration
Standard 3: Students write and speak using formal grammar, usage, sentence structure, punctuation,
capitalization, and spelling
• 3.1: recognize, understand, and use formal grammar in speaking and writing;
• 3.2: apply formal usage in speaking and writing;
• 3.3: use correct sentence structure in writing;
• 3.4: demonstrate correct punctuation, capitalization, and spelling
Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing
• 4.1: make predictions, analyze, draw conclusions, and discriminate between fact and opinion in
reading, writing, speaking, listening, and viewing
• 4.2: use reading, writing, speaking, listening, and viewing to gather data, define the problem, and
apply problem-solving skills
• 4.4: identify the purpose, perspective, and historical and cultural influences of a speaker, author, or
director
Lesson Outline
Focus Lesson:
Begin by placing perspective transparency on overhead. Ask students to write down what they see in
each picture. Go over the illusions, prompting for student input. Next ask them to write down how
each illusion works in their own words. Prompt for responses. Introduce idea of perspective. Discuss
how perspective works in day to day situations. Place distortion transparency on overhead. Ask
 students to analyze the illusion. Is this a perception problem? Have students respond in writing.
Prompt for observations. Introduce idea of distortion. Discuss distortion in day to day situations.
Work Period:
Hand out “Three Little Pigs Packet”. Tell students that the packet contains two stories like the ones
we listened to yesterday. Today, they will read the stories on their own using their knowledge of
perspective and distortion to analyze the stories. Go over packet expectations for the day. Students
have remaining period to work on pages 1-5 of the packet. Circulate to assist.
Closing:
Stop class work and discuss problems or concerns. Assess how much was finished in class. Prompt
for volunteer to share their opinion of the wolf’s story. Discuss with class.
Lesson #3
Objectives:
• The learner will demonstrate an understanding of perspective by retelling a fairy tale of their
choosing from the antagonist’s perspective.
• The learner will apply prewriting strategies by listing facts of the original story and completing a
Venn Diagram.
Standards/Benchmarks:
Standard 2: Students write and speak for a variety of purposes and audiences
• 2.2: write and speak for a variety of purposes such as telling stories, presenting analytical responses
to literature, conveying technical information, explaining concepts and procedures, and persuading;
• 2.3: write and speak to peers, teachers, and the community
• 2.4: plan, draft, revise, proofread, edit, and publish written communications
• 2.5: use a variety of literary devices such as figurative language, symbolism, dialect, and precise
vocabulary to convey meaning
• 2.6: prepare written and oral presentations using strategies such as lists, outlining, cause/effect
relationships, comparison/contrast, problem/solution, and narration
Standard 3: Students write and speak using formal grammar, usage, sentence structure, punctuation,
capitalization, and spelling
• 3.1: recognize, understand, and use formal grammar in speaking and writing
• 3.2: apply formal usage in speaking and writing
• 3.3: use correct sentence structure in writing
• 3.4: demonstrate correct punctuation, capitalization, and spelling
Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing
• 4.1: make predictions, analyze, draw conclusions, and discriminate between fact and opinion in
reading, writing, speaking, listening, and viewing
• 4.2: use reading, writing, speaking, listening, and viewing to gather data, define the problem, and
apply problem-solving skills
• 4.4: identify the purpose, perspective, and historical and cultural influences of a speaker, author, or
director
Lesson Outline
Focus Lesson:
Direct students’ attention to the last page of their packet. Introduce the writing project and rubric for
the completed project. Go over rubric, expectations, and timeline for project. Final draft is to be
typed and double spaced. Those who finish early, will illustrate one scene from their story.
Work Period:
Students work on the prewriting process. Circulate to assist.
Closing:
Stop class work and discuss problems or concerns. Assess how much was finished in class. Prompt
for volunteer to share project ideas. For homework, students will finish first draft.
Lesson #4
Objectives:
• The learner will demonstrate an understanding of perspective by retelling a fairy tale of their
choosing from the antagonist’s perspective.
• The learner will apply knowledge of grammar and the project rubric to peer edit another student’s
story.
Standards/Benchmarks:
Standard 2: Students write and speak for a variety of purposes and audiences
• 2.2: write and speak for a variety of purposes such as telling stories, presenting analytical responses
to literature, conveying technical information, explaining concepts and procedures, and persuading;
• 2.3: write and speak to peers, teachers, and the community
• 2.4: plan, draft, revise, proofread, edit, and publish written communications
• 2.5: use a variety of literary devices such as figurative language, symbolism, dialect, and precise
vocabulary to convey meaning
• 2.6: prepare written and oral presentations using strategies such as lists, outlining, cause/effect
relationships, comparison/contrast, problem/solution, and narration
Standard 3: Students write and speak using formal grammar, usage, sentence structure, punctuation,
capitalization, and spelling
• 3.1: recognize, understand, and use formal grammar in speaking and writing
• 3.2: apply formal usage in speaking and writing
• 3.3: use correct sentence structure in writing
• 3.4: demonstrate correct punctuation, capitalization, and spelling
Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing
• 4.1: make predictions, analyze, draw conclusions, and discriminate between fact and opinion in
reading, writing, speaking, listening, and viewing
• 4.4: identify the purpose, perspective, and historical and cultural influences of a speaker, author, or
director
Lesson Outline
Focus Lesson:
Students should have completed first draft for homework. Distribute peer editing worksheet. Go over
expectations of peer editing. Remind students of editing symbols to use for grammar mistakes.
Students will trade papers.
Work Period:
Students work to peer edit each others papers. Once they have finished, they will return the paper.
The second draft should be started at this time.
Closing:
Stop class work and discuss problems or concerns. Assess how much was finished in class. For
homework, students will finish second draft.
Lesson #5-6
Objectives:
• The learner will demonstrate an understanding of perspective by retelling a fairy tale of their
choosing from the antagonist’s perspective.
• The learner will publish their story by typing it in a professional manner.
Standards/Benchmarks:
Standard 2: Students write and speak for a variety of purposes and audiences
• 2.2: write and speak for a variety of purposes such as telling stories, presenting analytical responses
to literature, conveying technical information, explaining concepts and procedures, and persuading;
• 2.3: write and speak to peers, teachers, and the community
• 2.4: plan, draft, revise, proofread, edit, and publish written communications
• 2.7 use the most appropriate method, handwriting or word processing, to produce a product that is
legible
Standard 3: Students write and speak using formal grammar, usage, sentence structure, punctuation,
capitalization, and spelling
• 3.1: recognize, understand, and use formal grammar in speaking and writing
• 3.2: apply formal usage in speaking and writing
• 3.3: use correct sentence structure in writing
• 3.4: demonstrate correct punctuation, capitalization, and spelling
Standard 7: Students use appropriate technologies to extend comprehension and communication skills in
reading, writing, speaking, listening and viewing
• 7.2: use appropriate technologies to access, process, and communicate information for a variety
of purposes
Lesson Outline
Focus Lesson:
Students will type their drafts in the Palm Pilots. Review with students proper headings as well as
HTML Tags for use in FreeWrite. Students will have two periods to type their work.
Work Period:
Students type their papers.

Extension Activity: Draw a story board illustrating their Fairy Tale w/emphasis on Antangonists Point
of View.

Closing:
Assess how much was finished in class.