Activity Overview
In this activity, students will examine the author’s point of view and make inferences based on details from the text. There are three unique aspects in this text: periodically, the narrator speaks directly to Saxonberg; it is unclear who the narrator is until chapter eight; and the narrator ends up being one of the main characters in the story: Mrs. Basil E. Frankweiler!
Text examples of each of these are:
- "The game was nothing very complicated, Saxonberg... They played war, that simple game where each player puts down a card, and the higher card takes both."
- "In fact when they emerged from the train at Grand Central...Claudia felt that having Jamie there was important."
- And that, Saxonberg, is how I enter the story. Claudia and Jamie Kincaid came to see me about Angel.
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 showing the author's point of view Mrs. Basil E. Frankweiler.
- Use the template provided by your teacher.
- Identify the points of view in the story - thoughts and feelings count!
- Find a quote that illustrates each point of view.
- Illustrate the quote with appropriate characters, scenes, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Three Points of View | The student includes three different points of view in the description of each cell. | The student includes two different points of view in the description of each cell. | The student includes one point of view in the description of each cell. |
| Artistic Depictions | The art chosen to depict the scenes is appropriate and neat. Time and care is taken to ensure that scenes are eye-catching and creative. | The art chosen to depict the scenes is appropriate but may seem rushed. Some art may be haphazardly placed and lack of attention to detail is noticeable. | The art chosen to depict the scenes is inappropriate or too limited. Some scenes may have been left blank. |
| English Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading. |
Activity Overview
In this activity, students will examine the author’s point of view and make inferences based on details from the text. There are three unique aspects in this text: periodically, the narrator speaks directly to Saxonberg; it is unclear who the narrator is until chapter eight; and the narrator ends up being one of the main characters in the story: Mrs. Basil E. Frankweiler!
Text examples of each of these are:
- "The game was nothing very complicated, Saxonberg... They played war, that simple game where each player puts down a card, and the higher card takes both."
- "In fact when they emerged from the train at Grand Central...Claudia felt that having Jamie there was important."
- And that, Saxonberg, is how I enter the story. Claudia and Jamie Kincaid came to see me about Angel.
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 showing the author's point of view Mrs. Basil E. Frankweiler.
- Use the template provided by your teacher.
- Identify the points of view in the story - thoughts and feelings count!
- Find a quote that illustrates each point of view.
- Illustrate the quote with appropriate characters, scenes, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Three Points of View | The student includes three different points of view in the description of each cell. | The student includes two different points of view in the description of each cell. | The student includes one point of view in the description of each cell. |
| Artistic Depictions | The art chosen to depict the scenes is appropriate and neat. Time and care is taken to ensure that scenes are eye-catching and creative. | The art chosen to depict the scenes is appropriate but may seem rushed. Some art may be haphazardly placed and lack of attention to detail is noticeable. | The art chosen to depict the scenes is inappropriate or too limited. Some scenes may have been left blank. |
| English Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading. |
How Tos about Point of View in From the Mixed Up Files
How to help students write a diary entry from the narrator’s perspective
Encourage creative thinking by asking students to imagine what Mrs. Basil E. Frankweiler would write in her diary after meeting Claudia and Jamie. This activity helps students internalize point of view and infer character motivations.
Guide students to brainstorm key events and emotions
List important moments Mrs. Frankweiler experienced during the story and the feelings she may have had. Brainstorming supports students in connecting text details to character perspective.
Model how to turn notes into a diary entry
Show a sample sentence that blends events from the book with Mrs. Frankweiler’s thoughts. Modeling builds student confidence in using first-person voice.
Invite students to write and share their own diary entries
Let students draft their diary entries and share them with a partner or the class. Sharing encourages engagement and helps reinforce understanding of point of view.
Frequently Asked Questions about Point of View in From the Mixed Up Files
What is the point of view in From the Mixed-Up Files of Mrs. Basil E. Frankweiler?
From the Mixed-Up Files of Mrs. Basil E. Frankweiler is told from a unique first-person point of view, with the narrator revealed partway through the story as Mrs. Basil E. Frankweiler herself. She sometimes addresses Saxonberg directly, adding a conversational tone.
How can students identify the narrator in From the Mixed-Up Files?
Students can look for clues in the text, such as the narrator speaking to Saxonberg and revealing personal knowledge, to infer that the narrator is Mrs. Basil E. Frankweiler, which is confirmed in chapter eight.
What are some examples of point of view in this story?
Examples include the narrator addressing Saxonberg directly, describing Claudia's feelings, and revealing her own role in the story. Quotes like “The game was nothing very complicated, Saxonberg...” and “Claudia felt that having Jamie there was important” show different perspectives.
Why does the narrator address Saxonberg directly in the book?
The narrator addresses Saxonberg to create a conversational style and to give the story a personal touch, making readers feel involved in the unfolding events and the narrator's perspective.
How can teachers create a storyboard to explore point of view in this novel?
Teachers can have students use a template to identify different points of view in the story, select quotes that highlight each perspective, and illustrate scenes with characters and items that reflect those viewpoints.
More Storyboard That Activities
From the Mixed-Up Files of Mrs. Basil E. Frankweiler
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