Elizabeth Thomas

Narrative Writing
Third Grade
30 minutes per day, three days in a row
Adapted from Nicole Larkin (via ALEX website)
Rationale:
In order for students to create good writing, students should be able to identify different characters
points of view. Point of view allows readers to understand the story in a different way, and gain a better
understanding of how the story is written. For example, if the a student does not understand that The
True Story of the Three Little Pigs, is written from the wolfs point of view, they could be confused. This
lesson will allow students to use descriptive writing, understand point of view, and to paint a picture
from the characters point of view.
Objectives:
1. NCTE/IRA: #12 Students use spoken, written, and visual language to accomplish their own
purposes.
2. ACOS #24 Write narrative to develop real or imagined experiences or events using technique,
descriptive details, and clear event sequences.
Day One
Objectives:
Students will be able to verbalize what point of view is.
Students will compare two versions of a story in order to see differences in 1st person and 3rd
person point of view.
Materials:
Computer
SmartBoard
Scieszka, J. (2012) The True Story of the Three Little Pigs, YouTube video reading (have actual
book just in case) http://www.youtube.com/watch?v=m75aEhm-BYw
Chart paper
Markers
Procedure:
Engage:
The students and teacher will discuss what they know about the story of The Three Little Pigs.
Ask the students to describe the first, second, and third pigs, and the wolf from the story.
Tell the students that we will read a story similar, yet a little different from that story. Before
playing the video, tell the students to look for things that are different from the story that they
already know.
Play the video reading of the story. (If internet is not working, read the actual book)
Explore and Explain:

After the video, discuss what happened in this version of the story.
Discuss with the class, the differences between the original story and this story.
Ask the students who is writing this story, and if there is a difference in authors between the
two stories.
If students are not able to get to this on their own, ask if they know what point of view is.
Help them discover that the new story is from the point of view of the wolf, while the original
story was from the perspective of someone not featured in the story.
Help students create an anchor chart explaining what point of view can do for the reader.
Wrap-Up:
Ask the students to review what they learned. What is point of view? Why would it help to make
our writing better?
Explain that good writers are descriptive in their writing and point of view can help with that.
Tell the students they will be using point of view in their writing in the next few days.
Day Two
Objectives:
Students will identify the three different points of view used in narrative writing.
Materials:
Docherty, H., Docherty, T. (2013). The Snatachabook. Illinois: Sourcebooks Jabberwocky.
Good, P.P., Ranck, D. J. (2002). Fix-it and forget-it recipes for entertaining. Pennsylvania: Good
Books.
Henkes, K. (1991). Chrysanthemum. New York: Greenwillow Books.
Jeffers, O. (2004). How to catch a star. New York: Philomel Books.
Klassen, J. (2012). This is not my hat. Massachusetts: Candlewick Press.
Viorst, J. (1978). Alexander, who used to be rich last Sunday. New York: Macmillan.
Chart paper
Markers
5 pieces of notebook paper (one for each group)
5 pencils

Procedure:
Engage:
Ask the students to explain what we learned about yesterday (point of view).
Review what we discussed point of view is, and what it does for the reader. Why do authors
write using different points of view?
Ask students: We read a different story yesterday. How was it written differently? What did the
author choose to do with the writing?
When the students are able to explain that the story was from the wolfs point of view, explain
that today we will be learning about three different types of point of view.
Explain and Explore:

Tell the students that the story we read yesterday was from the wolfs perspective, and this type
of point of view is called 1st person point of view.
Next, explain that the original story of the Three Little Pigs was from the point of view of
someone not mentioned in the story. Explain that this is called 3rd person point of view.
Have students come up with reasons to explain the difference between 1st person and 3rd
person viewpoints. Create a list on chart paper contrasting the two.
Hopefully the students will wonder about 2nd person point of view. Explain that this type of
point of view is very rarely used in narrative books that we usually read. Rather, this viewpoint is
mostly used in how-to books and informative articles, although you may find a narrative book
every now and then.
Once students have a good understanding of the different points of view, display the chart the
students helped create.
Students will be put in five groups of four, each group will be given one book from the ones
listed above.
As a group, the students must flip through the book to determine as team what point of view
the story is written in. They will write the book title along with their answer on a piece of
notebook paper. (See Attachment A for answers)
After about 2 minutes, the groups will switch books and repeat the process. Continue until each
group has seen every book.
The group with the most books correct will be named the winners!
Wrap-up:
Revisit the types of point of view, by having students quickly list characteristics that make up
each type.
Remind students that good writers are able to write from different points of view, and that we
will be using point of view the next day to write our own stories.

Day Three
Objective:
Students will recall what point of view is and be able to discuss the different types.
Students will discuss good writing techniques.
Students will create their own narrative writing piece using first person point of view.
Materials:
Anchor charts from previous days
1 piece of paper for each student
Colored pencils or crayons for each student
Procedure:
Engage:
Ask the student to review what we have learned the past few days.
Have students explain each type of point of view.

Explain to the students that today they will be using their knowledge of these in order to create
their own story.
Explain and Explore:
Tell the students that today they will become writers, using pictures and words together.
Give each student a piece of paper with space to draw and write.
Explain that most fairytales were written in a 3rd person point of view, but today we will write a
story using 1st person. The students will then choose their favorite fairytale (The Three Little
Pigs, Cinderella, Hansel and Gretel, etc.) and one character from that story. Today the students
will write that story from the perspective of the character of their choice (except the Big Bad
Wolf form The Three Little Pigs).
When students have finished their writing, they may draw a picture of the character they have
selected, in a where are they now fashion (E.g.: the Big Bad Wolf was in jail in the book we
read).
As the students write, the teacher will walk around to each student to ask students to explain
their work.
Wrap-up:
Ask students what it was like to write from someone elses perspective.
If time allows, have volunteers read their work to the class.
Elaboration/Extensions:
The students will write that same story in a 3rd person point of view.
The students and the teacher will compile each students work to create a class book.
Assessment:
Students will be assessed each of the three days, through observation of participation, using a
rubric. (Attachment B)
Students will be assessed through their work from day two on whether or not they participated
in the group and if they were able to identify each point of view.
Students will be assessed through their work from day three on whether or not they identified
relationships between characters in the story.
Student will be given a grade from completing their writing and drawing.
Accommodations:
Students with learning disabilities will receive extra prompting.
Students with other learning disabilities will receive extra help in the spelling of their words.
Students with higher learning abilities will be encouraged to use linking words in their writing,
and to use higher vocabulary words.

Attachment A
Day 2 Answer Key
1st Person:
This is Not My Hat by Jon Klassen
Alexander, Who Used to Be Rich Last Sunday by Judith Viorst

2nd Person:
Fix-It and Forget-It Recipes for Entertaining by Phyllis Pellman Good and Dawn J Ranck

3rd Person:
Chrysanthemum by Kevin Henkes
Snatchabook by Helen and Thomas Docherty
How to Catch a Star by Oliver Jeffers

Attachment B

Rubric for Point of View

Name:_______________
Score: _____

Student identified
all books of point of
view

Student identified
more than one
books POV

Student
identified one
books POV

Student
identified no
books POV

Student wrote a
story in a 1st person
POV with correct

Student wrote a
story in 1st person
POV with at least

Student wrote a
story in 1st person
POV with poor

Student did not

write in 1st
person POV

grammar and
spelling throughout

half correct
grammar and
spelling throughout

grammar and
spelling
throughout

Student fully

Student partially

Student

Student did not

participated in all
activities

participated in
activities

participated in
only one activity

participate in
any activities