A Different Point of View for a Comic
- Preview |
- Resources & Preparation |
- Instructional Plan |
- Related Resources |
- Standards
Overview
Students will demonstrate proficiency in making inferences, constructing character analysis, and determining point of view. After reading Great Immigrants, Great Americans text, students will choose a comic (of their choice) and revise its story from another character’s point of view. The new narrator will provide his/her perspective on plot and other characters with visuals to supplement the story. Students will be able to uncover perspectives, thoughts, and emotions of the new narrator that were not present in the original story.
Featured Resources
- Digital or printout copies of Great Immigrants, Great Americans: The Comic Book
- Notebook
- Teacher-Created Academic Vocabulary Anchor Chart (point of view, perspective, first-person, second-person, third-person objective, third-person limited, third-person omniscient, inference, character trait, analysis, narrator)
Materials and Technology
- Flocabulary Point of View video
- Overhead projector
- Speakers
- Google Docs (if students prefer to type their work and share with peers electronically rather than on paper)
Printouts
Websites
This website provides three scenarios and asks how three different characters would respond, with text evidence, and then determine if they all would respond the same. The worksheet invites the reader to consider how they would respond.
This website provides a quick video mini-lesson on a variety of literacy topics. Click on the videos for point of view, story elements, and character traits, which will help students rewrite stories. This site also includes writing lessons to help students with details and grammar. Some videos are free, while some require a paid subscription either by the teacher or by the school.
This website creates space and opportunity for teachers to train students about visual literacy and what it means to be literate in a digital era. The website provides resources and lessons for teachers from PreK to college as well as professional development resources.
Preparation
- Complete a lesson on point of view and/or multiple perspectives.
- Have a previously taught lesson on character traits and inferences.
- Ensure students read the Great Immigrants, Great Americans comic (a variety of approaches, including whole group, individual, and small group can be implemented).
Downloadable Resources
Student Objectives
Students will:
- be able to explain/rewrite one comic story from Great Immigrant, Great Americans from another character’s perspective.
- be able to incorporate at least two character traits of the new narrator, showing evidence by the narrator’s words, actions, and/or thoughts.
- be able to explain the difference between first-, second-, and third-person points of view along with that point of view’s key pronouns.
Session Introduction and Activities
(Session One)
1. Discuss point of view: first, second, and the three different types of third person (objective, limited, and omniscient). Show Flocabulary video on point of view to ensure students understand the difference and have them write short paragraphs of the same topic each from a different point of view.
2. Have students read Great Immigrants, Great Americans comic on Mo Amer and another one of their choice and annotate the text for point of view. Students will underline evidence of pronouns that show point of view and write in the margins the role and perspective characters have about one another, the setting, conflict, and solution.
3. Choose a story from the comic book and list the characters involved in the story. Choose one of the characters and write their role and importance in the story using text evidence.
(Session Two)
1. Do a mini-lesson on character traits, positive, negative, and neutral. Also explain how character traits are revealed through word, action, and/or thought. A simple T-chart can be used as a graphic organizer for this discussion, or a more complex thought web can also be used.
2. Provide two or three examples of character traits of the new character telling the story (even if it is in third person) and how the new character would see the events from his or her perspective.
3. Brainstorm or free sketch a scene in which the new character is telling the story, and make sure the students show at least two or three traits of the character through word, action, and/or thought.
(Session Three)
1. Students review their brainstorm and begin a first draft of the comic story from another character’s perspective, showing at least two or three character traits of the new narrator and providing inferences from the original story as to why they believe the character displays a certain trait. Students should also draw pictures or use a classmate as an illustrator.
2. Students should explain why they chose the new narrator and how the story is different because of the new narrator.
3. Students should peer review classmates’ and illustrators’ work based on the revision, which shows a new narrator, a different perspective, at least two pieces of evidence to show character traits of the new narrator, and if the visuals align with the story.
Extensions
- Students can create a final draft of the comic story from another character’s perspective.
- Students can rewrite the story from their own perspective, which can be any form of third person using words and/or images.
- Students can compare and contrast the two stories based on point of view, believability, character development, and interest.
From Theory to Practice
Learners have access to a wide variety of texts and tools. We engage with many multimedia texts in our daily lives for a variety of reasons. These texts not only give learners new information but also allow us to see our worlds in new ways. Engaging with texts that vary in format, genre, and medium gives us new perspectives and insights. Having knowledge and understanding of the various texts and tools available is important for using them intentionally. Being literate means making choices and using texts and tools in ways that match purpose. It also means thinking about texts and tools in new ways.
Great Immigrants, Great Americans
Great Immigrants, Great Americans is a comic book that allows the reader to see American immigrants as heroes, who have brought their skills and motivation to make our nation a better place and to inspire the next generation to be just as creative and hungry for change. The graphic text allows students to have a non-stereotypical view of immigrants and to analyze the influencers in their lives and how character traits impact our decision making. The text also allows students to infer character traits. The text allows American students to view immigrants in a positive light, showing their contributions and affording students reflection time on how people from all walks of life can make a contribution to better our world.
Student Assessment / Reflections
Student revisions should be assessed on writing the New Point of View Rubric, in which students are assessed on point of view, inference, character development, and illustrations. Students can be first peer assessed and then by the teacher.
Standards
A complete listing of the standards can be found here.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).