Teaching Point of View With Two Bad Ants

Student Objectives

Session 1

Session 2

Extensions

Student Assessment/Reflections

 

STUDENT OBJECTIVES

Students will

• Identify point of view in a story by examining the text and illustrations, thinking about how an ant "sees" the world
  
  
• Demonstrate that they understand point of view by finding specific examples or evidence from of the ant's point of view in the text
  
  
• Apply their knowledge and understanding of point of view by writing and illustrating a story from the perspective of the main character (in this case, an ant)
  
  

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Session 1

1.	Explain to students that point of view refers to how a person or character looks at, or views, an object or a situation.
2.	Begin with a book by David M. Schwartz from the Look Once, Look Again series. Show students the first pair of photographs. Point out that although both pictures are of the same object, they look different. Ask students, "What causes them to look different?" Lead students to conclude that the "Look Once" picture was taken from close up and that the "Look Again" picture was taken from further away. Two perspectives, or points of view, are evident in the photographs. Show students more pairs of photographs from the book, explaining the different points of view.
3.	Tell students that, like in the photographs, characters may view objects from perspectives that differ from their own. To appreciate the plot of a story and understand the actions of the characters, students must understand the characters' differing points of view.
4.	Show students the cover illustration from Two Bad Ants, a story in which the main characters are ants. Read the story aloud. Discuss how the text and the illustrations show objects from an ant's point of view. Ask students how an ant's view is different from a person's view. Do objects look big or small to an ant? What might your shoe look like to an ant? What might your classroom look like to an ant?
5.	Have students work together in small groups. Give each group a copy of Two Bad Ants. Ask them to examine the illustrations and the text to find more evidence of situations described from the ant's point of view.
6.	Distribute the Point of View Chart to students. Have them work in small groups to think of everyday items that ants see one way and people see another. Have students record their findings on the chart. For example, under "A Person's Point of View," students might write "grass," and under "An Ant's Point of View," they might write "forest."
7.	Reread Two Bad Ants to students. Ask them if their understanding has improved since they first listened to the story. If so, ask them to tell what aspects of point of view they understand better.

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Session 2

1.

Brainstorm with students, having them name objects that would appear differently to an ant than to a person. Record students' ideas on chart paper or on the blackboard.

2.

Help students make an interactive Stapleless Book demonstrating that they understand an ant's point of view. Have them write their own adventures about ants, using their own ideas or objects from the list described in step #1. Suggest that they use words that indicate how an object looks to an ant. For example, a shoe might be tall; slippery; or sloped, like a hill. Have them illustrate their adventures, and encourage them to show how the world looks to an ant.

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EXTENSIONS

• Have each student choose one illustration in Two Bad Ants and write a detailed account of how an ant would view this experience.
  
  
• Have each student imagine another predicament that the ants could get into and draw a picture from an ant's point of view.
  
  
• Have students read Hey, Little Ant by Philip M. Hoose (Tricycle Press, 1998) in pairs, which allows them to reinforce their concept of point of view. One student should read the part of the boy, and another should read the part of the ant.
  
  
• Students can discover additional information about ants at the following websites:
  
  
  • Enchanted Learning: Ants
    
    
  • PestWorld for Kids: Ants
    
    
• Students can learn more about Chris Van Allsburg by viewing the Chris Van Allsburg: A Who2 Profile website, which has links to a biographical sketch and teacher resources
  
  

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STUDENT ASSESSMENT/REFLECTIONS

• Evaluate the students' Point of View Charts.
  
  
  • Information should be accurate, demonstrating an understanding of point of view.
    
    
  • Information should come directly from the story Two Bad Ants.
    
    
• Evaluate the students' booklets in Session 2 using the Assessment Rubric.

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