Activity Overview
In this activity, students will examine the author’s point of view and identify ways this view is unique in understanding elements of the story.
First person point of view - we see everything through Marty’s eyes
“I put my face down near Shiloh’s again, my mouth next to his ear. ‘Live, Shiloh, Live!’ I whisper.”
David sees the pen and notices the blood on the ground, so Marty tells David about Shiloh and how he was attacked.
Marty blackmails Judd; he agrees to keep quiet about the deer and will do twenty hours of work in exchange for Shiloh.
The narrator tells the reader his inner thoughts and feelings.
"A lie don’t seem a lie anymore when it’s meant to save a dog, and right and wrong’s all mixed up in my head."
Marty thinks about holding up a sign that says, “FREE: WORLD’S BEST DOG”.
“I bend over, my forehead against him, my hand on his head. He’s dead, I know it! I’m screaming inside.”
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a storyboard analyzing the differing points of view in Shiloh.
Student Instructions:
- Click "Start Assignment".
- Add titles for the rows and columns.
- In each cell, add appropriate characters, scenes, and items to show your thinking.
- Explain each illustration in the description boxes.
- Click "Save and Exit" when you are done.
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
In this activity, students will examine the author’s point of view and identify ways this view is unique in understanding elements of the story.
First person point of view - we see everything through Marty’s eyes
“I put my face down near Shiloh’s again, my mouth next to his ear. ‘Live, Shiloh, Live!’ I whisper.”
David sees the pen and notices the blood on the ground, so Marty tells David about Shiloh and how he was attacked.
Marty blackmails Judd; he agrees to keep quiet about the deer and will do twenty hours of work in exchange for Shiloh.
The narrator tells the reader his inner thoughts and feelings.
"A lie don’t seem a lie anymore when it’s meant to save a dog, and right and wrong’s all mixed up in my head."
Marty thinks about holding up a sign that says, “FREE: WORLD’S BEST DOG”.
“I bend over, my forehead against him, my hand on his head. He’s dead, I know it! I’m screaming inside.”
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a storyboard analyzing the differing points of view in Shiloh.
Student Instructions:
- Click "Start Assignment".
- Add titles for the rows and columns.
- In each cell, add appropriate characters, scenes, and items to show your thinking.
- Explain each illustration in the description boxes.
- Click "Save and Exit" when you are done.
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 Point of View in Shiloh
Encourage students to write a journal entry from another character’s point of view
Help students deepen their understanding by asking them to imagine how another character in Shiloh sees the story. Assign each student a different character (like Judd or David) and have them write a short journal entry describing their feelings about a key event. This builds empathy and critical thinking.
Model how to brainstorm emotions and motivations before writing
Guide students to list possible feelings and reasons for their assigned character’s actions. For example, why might Judd be angry or defensive? This step helps students write more realistic and insightful journal entries.
Demonstrate using evidence from the text to support point of view
Show students how to reference specific details from the story to back up their writing. For instance, students can quote a line or describe an event that influenced their character’s perspective.
Facilitate peer sharing and discussion of different perspectives
Invite students to share their journal entries in pairs or small groups. Discuss how each character’s view changes the way we understand the story, highlighting the importance of multiple perspectives.
Frequently Asked Questions about Point of View in Shiloh
What is the point of view in the book Shiloh?
Shiloh is told from a first-person point of view, with Marty as the narrator. Readers experience the story through Marty's thoughts, feelings, and personal experiences.
How does Marty’s perspective shape the story in Shiloh?
Marty’s personal perspective allows readers to understand his emotions, inner conflicts, and motivations, making the story more relatable and immersive.
Why is first person point of view important in Shiloh?
The first person point of view helps readers connect closely with Marty and see the dilemmas he faces, especially about honesty and protecting Shiloh.
How can students analyze point of view in Shiloh?
Students can create a storyboard to illustrate scenes from different characters' perspectives, compare their thoughts, and discuss how each viewpoint changes the understanding of the story.
What are some activities to teach point of view using Shiloh?
Effective activities include storyboarding scenes, writing journal entries from various characters, and having discussions about how the narrator’s perspective affects the story.
More Storyboard That Activities
Shiloh
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