Activity Overview
Point of view provides the eyes, ears, and thoughts of a character. By analyzing point of view, students can gather insight to the author’s purpose, theme, and voice. In this activity, students will examine the author’s point of view and identify ways it is unique in understanding elements of the story.
Mary’s Thoughts
“Mary had thought it must be different from other gardens which had not been left all by themselves so long…”
The Robin’s Feelings
“The robin was tremendously busy. He was very much pleased to see gardening begun on his own estate.”
Speaks to the Reader
“Colin flushed triumphantly. He had made himself believe that he was going to get well, which was really more than half the battle. If he had been aware of it.”
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
- Click "Start Assignment".
- In the descriptions, identify ways in which the author's view is unique in understanding the elements of the story.
- Add illustrations for each quote using appropriate scenes, characters, and items.
- Save and Exit
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
First person point of view. First person is when “I” am telling the story. The character is in the story, relating his or her experiences directly.
Second person point of view. The story is told to “you.” This POV is not common in fiction, but it’s still good to know (it is common in nonfiction).
Third person point of view, limited. The story is about “he” or “she.” This is the most common point of view in commercial fiction. The narrator is outside of the story and relating the experiences of a character.
Third person point of view, omniscient. The story is still about “he” or “she,” but the narrator has full access to the thoughts and experiences of all characters in the story.
Create a storyboard that identifies each point of view and describes each using a written explanation and an illustration.
| Proficient 25 Points | Emerging 19 Points | Beginning 13 Points | |
|---|---|---|---|
| Identify the Points of View | The student identified all points of view the author employed in the novel correctly. | The student identified most of the points of view. | The student did not identify the correct point of view, |
| Written Explanations | Text descriptions clearly explain the points of view used in the novel and described the differences in their perspectives. | Text descriptions explain the points of view, but may lack clarity. | Text descriptions do not accurately describe the points of view. |
| Storyboard Images | Illustrations show scenes clearly connected to the point of view and perspective described and use visual elements to show a difference between perspectives. | Illustrations show scenes connected to the point of view and perspective described but may be simplistic or lack detail. | Scenes do not clearly describe the points of view employed in the novel. |
| Effort and Editing | Work is complete, thorough, and neat. Spelling and grammar are correct. | Most of the sections of the storyboard were at least attempted and work is presentable. The text contains some errors in spelling and/or grammar. | Storyboard is unfinished and/or disorganized. The text contains many errors in spelling and/or grammar. |
Activity Overview
Point of view provides the eyes, ears, and thoughts of a character. By analyzing point of view, students can gather insight to the author’s purpose, theme, and voice. In this activity, students will examine the author’s point of view and identify ways it is unique in understanding elements of the story.
Mary’s Thoughts
“Mary had thought it must be different from other gardens which had not been left all by themselves so long…”
The Robin’s Feelings
“The robin was tremendously busy. He was very much pleased to see gardening begun on his own estate.”
Speaks to the Reader
“Colin flushed triumphantly. He had made himself believe that he was going to get well, which was really more than half the battle. If he had been aware of it.”
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
- Click "Start Assignment".
- In the descriptions, identify ways in which the author's view is unique in understanding the elements of the story.
- Add illustrations for each quote using appropriate scenes, characters, and items.
- Save and Exit
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
First person point of view. First person is when “I” am telling the story. The character is in the story, relating his or her experiences directly.
Second person point of view. The story is told to “you.” This POV is not common in fiction, but it’s still good to know (it is common in nonfiction).
Third person point of view, limited. The story is about “he” or “she.” This is the most common point of view in commercial fiction. The narrator is outside of the story and relating the experiences of a character.
Third person point of view, omniscient. The story is still about “he” or “she,” but the narrator has full access to the thoughts and experiences of all characters in the story.
Create a storyboard that identifies each point of view and describes each using a written explanation and an illustration.
| Proficient 25 Points | Emerging 19 Points | Beginning 13 Points | |
|---|---|---|---|
| Identify the Points of View | The student identified all points of view the author employed in the novel correctly. | The student identified most of the points of view. | The student did not identify the correct point of view, |
| Written Explanations | Text descriptions clearly explain the points of view used in the novel and described the differences in their perspectives. | Text descriptions explain the points of view, but may lack clarity. | Text descriptions do not accurately describe the points of view. |
| Storyboard Images | Illustrations show scenes clearly connected to the point of view and perspective described and use visual elements to show a difference between perspectives. | Illustrations show scenes connected to the point of view and perspective described but may be simplistic or lack detail. | Scenes do not clearly describe the points of view employed in the novel. |
| Effort and Editing | Work is complete, thorough, and neat. Spelling and grammar are correct. | Most of the sections of the storyboard were at least attempted and work is presentable. The text contains some errors in spelling and/or grammar. | Storyboard is unfinished and/or disorganized. The text contains many errors in spelling and/or grammar. |
How To Help Students Conduct a Show on The Secret Garden to Understand Different Points of View
Analyze and Create a List
Ask the students to read the story carefully and analyze all the details such as how many characters there are present in the story. What are the physical appearances of the characters and what sort of setting do they live in? Students can create a list of all these details and discuss with the teacher what sort of preparations they need to make.
Make a Script
Since the narrative is in a story format, students would need to make a script for all the characters involved. This would require a thorough examination of the characters, vocabulary and sentence formation. Teachers can guide the students in making the script and constantly provide feedback.
Conduct Auditions
Interested students can give auditions for their favourite characters. If there are more than a few students who want to be a part of the performance, teachers can create 2-3 groups and ask them to write their own scripts, make their costumes and add something from their own imagination to the performance so all the students can feel involved yet have distinct elements in their performances.
Conduct Character Discussions
With each group, conduct character-focused discussions. Encourage your students to take on the characteristics, behaviors, and feelings of their characters. Give the students some flexibility with the ideas and performance for instance, one group can create an accurate performance of the story and the other one can create a modern adaptation with central ideas at heart.
Reflect on Objectives and Goals
Facilitate a conversation regarding how the audience's comprehension of the characters and events changed as a result of hearing the narrative from many points of view after the performances. Students who were involved in the performance can also share their thoughts and perspectives on the characters that they played.
Frequently Asked Questions About the Different Points of View in The Secret Garden
Which perspectives are present in the story?
The majority of "The Secret Garden" is written from a third-person, constrained point of view. The narrator usually talks about the feelings and thoughts of the main characters present in the story but sometimes, the readers are also pointed at thoughts of other characters.
What effects does the point of view have on the reader's comprehension of the narrative?
The reader may see the narrative through Mary's perspective thanks to the third-person restricted point of view. As a result, the reader experiences Mary's changing feelings and viewpoints while seeing the world of Misselthwaite Manor and the secret garden.
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