Standard Area: CC.1.3: Reading Literature: Students read and respond to works of literature -­‐ with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. Standard: CC.1.3.9-­‐10.A: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.1.3.9-­‐10.C: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CC.1.3.9-­‐10.D: Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text. CC.1.3.9-­‐10.E: Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect. CC.1.3.9-­‐10.F: Analyze how words and phrases shape meaning and tone in texts. Eligible Content: L.F.2.3.6: Explain, interpret, compare, describe, analyze, and/or evaluate point of view in a variety of fiction: • the point of view of the narrator as first person or third person point of view • the impact of point of view on the meaning of the text as a whole Sample Assessment Items Checks for Understanding (Questions and Answers) Question: 1. Recall the definitions of first person point-­‐of-­‐view and third person point-­‐of-­‐
view (both limited and omniscient). 2. Identify a variety of texts that employ first person points-­‐of-­‐view and third person points-­‐of-­‐view. 3. Compare two different texts employing first person point-­‐of-­‐view. 4. Explain how the meaning of a text that uses limited third person point-­‐of-­‐
view would be different if it used omniscient third person point-­‐of-­‐view instead. 5. Analyze how the use of first person point-­‐of-­‐view advances, supports or contributes to the meaning of the text as a whole. 6. Draw a conclusion about why an author choice a specific point-­‐of-­‐view given the meaning of the text as a whole. Answer: 1. Students accurately define, in speech or in writing, first person point-­‐of-­‐view and third person point-­‐of-­‐view. 2. Students are able to identify the use of first person point-­‐of-­‐view, third person limited and third person omniscient in a variety of texts. 3. When reading two texts of first person point-­‐of-­‐view, students are able to identify ways in which this point-­‐of-­‐view contributes to the text’s meaning, diction, style, tone and narrative structure. 4. Students are able to explain the differences in third person limited and third person omniscient. They can explain how each type contributes to and shapes the meaning of the text as a whole. Students can also then extend and demonstrate their understanding of these points-­‐of-­‐view by explaining how a text’s meaning would be different if it used one as opposed to the other. 5. Students appropriately and artfully make connections between the use of a first person narrator in a text to the meaning of the text as a whole. 6. Students appropriately and artfully formulate hypotheses and draw conclusions about why an author choice to organize a text through a specific point-­‐of-­‐view. Students can organize their thinking by what the text gains in terms of meaning, style and tone through this specific point-­‐of-­‐view. Suggested Rubric: This rubric may be used to assess a student’s overall mastery of the standard or eligible content.