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K–12 teaching and learning · from the UNC School of Education

Teaching Point of View

Students will learn point of view by comparing and contrasting the views of slaves and a doctor in The People Could Fly retold by Virginia Hamilton and The Passing Cloud -- The Southern Negro by David Morrill.

I strongly suggest the teacher previews The Passing Cloud -- The Southern Negro by David Morrill. The entire text is not needed in order for students to form an opinion or to learn point of view. Some students and parents may find the language offensive. I found the text interesting because it allows students to actually read the historical views of some people who lived in the area during the 1800's and early 1900's.

A lesson plan for grade 7 English Language Arts

By Angela Strother

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Learning outcomes

Students will learn how to interpret point of view from a folktale and from a historical account of a doctor.

Teacher planning

Time required for lesson

2 days

Materials/resources

Prentice Hall Literature — Timeless Voices, Timeless Themes — Bronze Level (copyright 2000) (The People Could Fly retold by Virginia Hamilton)
or a copy of the book The People Could Fly retold by Virginia Hamilton (copyright 1985, Alfred A. Knoph: New York).

A copy of The Southern Negro from North Carolina History and Fiction Digital Library http://150.216.68.29/digital/tei/document/mop/

venn diagram

Technology resources

Computer with internet connection

Pre-activities

A discussion about the views of people in the south should preclude this activity. Students should be aware of the dialect of the people during the 1800’s and early 1900’s. The views of the author of The Southern Negro should not be viewed as the view of all people during that period. A discussion about stereotyping would also be helpful.

Activities

  1. Students will read The People Could Fly and have a discussion on the meaning of the story and the views of the slaves of their plantation owners. While reading, students should be made aware of dialect and vocabulary and how it affects a story.
  2. Students will generate in their reading/writing logs their views of the story The People Could Fly and how it makes them feel.
  3. Students will be read aloud excerpts from The Southern Negro a discussion on the views of the doctor will follow. The teacher should stop at certain points and make the students aware of the difference in dialect and vocabulary from that period and present day.
  4. As a whole group, discussion will be held on how viewpoints affect literature.
  5. Students will generate in their reading/writing logs their opinion of the different views of the story The People Could Fly and The Southern Negro.

Assessment

Students will create a venn diagram to compare and contrast the different views of The People Could Fly and The Southern Negro.

Reading/writing logs will be shared by groups with students discussing their different views.

Supplemental information

None

Related websites

http://150.216.68.29/digital/tei/document/mop/

Comments

None

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 7

  • Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
    • Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • summarizing the characteristics of expressive works.
      • determining the importance of literary effects on the reader/viewer/listener.
      • making connections between works, self and related topics.
      • comparing and/or contrasting information.
      • drawing inferences and/or conclusions.
      • determining the main idea and/or significance of events.
      • generating a learning log or journal.
      • maintaining an annotated list of works read/viewed.
      • creating an artistic interpretation that connects self and/or society to the selection.
      • constructing and presenting book/media reviews.
  • Goal 4: The learner will refine critical thinking skills and create criteria to evaluate text and multimedia.
    • Objective 4.01: Analyze the purpose of the author or creator by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • examining any bias, apparent or hidden messages, emotional factors, or propaganda techniques.
      • exploring and evaluating the underlying assumptions of the author/creator.
      • understanding the effect of the author's craft on the reader/viewer/listener.
    • Objective 4.03: Develop the stance of a critic by:
      • considering and presenting alternative points of view or reasons.
      • remaining fair-minded and open to other interpretations.
      • creating a critical response/review of a work/topic.
  • Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
      • using effective reading strategies to match type of text.
      • reading self-selected literature and other materials of individual interest.
      • reading literature and other materials selected by the teacher.
      • assuming an active role in teacher-student conferences.
      • engaging in small group discussions.
      • taking an active role in whole class seminars.
      • analyzing the effects on texts of such literary devices as figuarative language, dialogue, flashback, allusion, and irony.
      • analyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style.
      • analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences.
      • extending understanding by creating products for different purposes, different audiences and within various contexts.
      • analyzing the connections of relationships between and among characters, ideas, concepts, and/or experiences.