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.
First person point of view allows readers to see everything through Greg’s eyes.
- “But then I found out who I DID have to wrestle, and I would have traded for Benny Wells in a heartbeat.”
- “The song is only three minutes long, but to me it felt like an hour and a half. I was just praying the curtains would go down so we could hop off the stage.”
- “At 12:15, me and Rowley left school and walked the kindergartners home. The whole trip ate up forty-five minutes, and there were only twenty minutes of Pre-Algebra left when we got back.”
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
Create a storyboard that demonstrates the narrator's feelings at different parts of the text.
- Identify the point of view of the narrator of the story.
- Select at least three examples from the text that show the feelings or desires of the narrator.
- Illustrate these examples by drawing on inferences from the text.
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.
First person point of view allows readers to see everything through Greg’s eyes.
- “But then I found out who I DID have to wrestle, and I would have traded for Benny Wells in a heartbeat.”
- “The song is only three minutes long, but to me it felt like an hour and a half. I was just praying the curtains would go down so we could hop off the stage.”
- “At 12:15, me and Rowley left school and walked the kindergartners home. The whole trip ate up forty-five minutes, and there were only twenty minutes of Pre-Algebra left when we got back.”
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
Create a storyboard that demonstrates the narrator's feelings at different parts of the text.
- Identify the point of view of the narrator of the story.
- Select at least three examples from the text that show the feelings or desires of the narrator.
- Illustrate these examples by drawing on inferences from the text.
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 Tos about The Perspective of Greg Heffley
How can I help students write their own first-person diary entries using Greg Heffley’s perspective?
Encourage students to step into Greg's shoes by writing their own diary entries from his perspective. This activity helps students deepen their understanding of first-person point of view and character voice.
Brainstorm situations from the story that Greg might write about.
Guide students to recall memorable events or challenges Greg faces in the book. Listing these moments gives students concrete ideas to write about, making the activity relatable and fun.
Discuss Greg’s feelings and reactions in those situations.
Ask students to share how Greg felt or reacted during the selected events. Exploring his emotions helps students capture the authentic voice and perspective in their writing.
Model writing a short diary entry together as a class.
Write a sample entry on the board, thinking aloud about word choices and tone. This demonstration shows students how to infuse personality and detail into their own writing.
Invite students to write and share their own diary entries as Greg.
Encourage students to write their entries, then share with a partner or the class. Sharing builds confidence and allows students to appreciate different interpretations of Greg’s perspective.
Frequently Asked Questions about The Perspective of Greg Heffley
What is the point of view in Diary of a Wimpy Kid?
Diary of a Wimpy Kid uses a first-person point of view, letting readers experience the story directly through Greg Heffley's thoughts, feelings, and experiences.
How can students identify the narrator's feelings in a story?
Students can identify the narrator’s feelings by looking for words or phrases that express emotions, desires, or reactions in the text, and by making inferences from the narrator’s actions and descriptions.
Why is analyzing point of view important in reading comprehension?
Analyzing point of view helps students understand the author’s purpose, theme, and character motivations, providing deeper insight into the story’s message and meaning.
What are some examples of first person narration in Diary of a Wimpy Kid?
Examples include Greg saying, “But then I found out who I DID have to wrestle…” and “The song is only three minutes long, but to me it felt like an hour and a half,” showing his personal perspective.
How can teachers create a storyboard lesson on point of view for grades 4-5?
Teachers can have students identify the narrator’s feelings at different story points, select text examples, and draw or write about each scene to visually represent the narrator’s perspective.
More Storyboard That Activities
Diary of a Wimpy Kid
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