ALEX Lesson Plan


What is the View?

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  This lesson provided by:  
Author:Wendy Goss
System: College/University
School: University of North Alabama
  General Lesson Information  
Lesson Plan ID: 33440


What is the View?


This lesson is a third-grade English and Language Arts lesson that focuses on first, second, and third point of views. The students will watch a two-minute video describing the three points of view. During the video, the teacher will stop the video for students to take notes. Then, the teacher and students will use Shel Silverstein’s “Boa Constrictor," Maurice Sendak’s Where The Wild Things Are, and Adam’s Rubin’s Secret Pizza Party and determine the point of view of each. Next, students will partner up and create three separate comic strips on The students will use one point of view per comic strip.  Lastly, students will present their comic strips to the class.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
6 ) Distinguish their own point of view from that of the narrator or those of the characters. [RL.3.6]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.6- Identify the narrator's or character's point of view in a story.

English Language Arts
ELA2015 (2015)
Grade: 3
31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on others' ideas and expressing their own clearly. [SL.3.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.3.1a]

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.3.1b]

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [SL.3.1c]

d. Explain their own ideas and understanding in light of the discussion. [SL.3.1d]

Local/National Standards:


Primary Learning Objective(s):

Students will collaborate with others to determine the point of view of the author.


Additional Learning Objective(s):

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Hard copies or digital copies of the following texts: Shel Silverstein’s “Boa Constrictor”, Maurice Sendak’s Where The Wild Things Are, and Adam’s Rubin’s Secret Pizza Party.  

Each student will need a copy of the attached document, Note Taker.

Each student will need three copies of the attached document, What is the View.  This will equal three half sheets.

Chart paper for class discussion of the three point of views

Technology Resources Needed:

iPads for each pair of students (You could make your groups bigger if you do not have access to enough iPads, or you could use a computer lab.)

Computer with Internet access and connections to the projector



Comic Strip Maker:


The teacher must be familiar with the three texts before the lesson begins.

The teacher must be familiar with how to use the comic strip maker.

The teacher must have prepared copies of the attached documents, Note Taker and What is the View, for students.

The teacher must have watched the video prior to the lesson so he/she will know where to stop and have students take notes.

Students must know how to access the internet and navigate to a website.


1. The teacher will show a short video on the three point of views. The teacher will stop throughout the video so students can take notes on the attached document entitled, "Note Taker."

2. Next, the teacher and students will make a class chart describing the three point of views and come up with example sentences. Students will add information to their note taker page.

3. Then, the teacher will read aloud Shel Silverstein’s poem “Boa Constrictor”. From the notes on the point of views, the teacher and students will discuss what the point of view of the poem is and why they think that. This will be recorded on one What is the View sheet.

4. The teacher will then read Maurice Sendak’s book, Where The Wild Things Are and Adam Rubin’s Secret Pizza Party. The students and teacher will follow the same process with these two texts as they did with Shel Silverstein’s “Boa Constrictor” except each student will make their point of view choice and provide evidence on separate What is the View sheets. Students will have a total of 3 sheets when the lesson is completed.

5. The teacher will then provide students with the opportunity to show their understanding by allowing them to partner up, get an iPad, and make three comic strips using Make Beliefs Comix.  The teacher will model how to use the comic maker and save it. 


1) Get with your assigned partner.

2) One of you get an iPad from the cart.

3) Go to the Internet and type the following web address:

4) Make three different comic strips. Each comic strip should be written using a different point of view.

5) After completing each comic strip, remember to save it so you can present it to the class.

6) Remember you are working as a team, not as individuals.

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Assessment Strategies

The teacher will use formative assessment during class discussions and the partner activity to see if students understand the three point of views.

The students' responses on the What's the View sheet will determine if they are able to identify the author's point of view.


Students can read Little Red Riding Hood and then rewrite the story from the wolf’s perspective. They could read their story to the class and see if the class can determine the point of view and provide evidence.


The teacher will work with struggling students in a small group before allowing them to partner up and work on their comic strips. The teacher could use other poems and/or stories like Little Red Riding Hood and Dragons Love Tacos.

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.