Activity Overview
In this activity, students will examine the narrator’s point of view. The point of view is from an African American baseball player playing between the 1920s and 1947. Knowing the narrator's point of view helps us understand the knowledge, background, and any biases that the narrator might have. This narrator experienced the events first-hand, and he shares his experience with the reader.
Examples:
"Those major leagues learned a lot by playing us, and we learned a lot by playing them. They learned we were men just as they were, and would shake our hands and look us in the eye after we beat them, as did we."
"We played on some of the worst fields you could imagine...Some ol' pasture. You had to pray the ball wouldn't land in some cow stuff."
“In Latin America, if you were a good ballplayer, they treated you like a king. Kids followed us in the streets asking for autographs.”
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".
- Write a quote in the each description box that shows the narrator's point of view.
- 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
In this activity, students will examine the narrator’s point of view. The point of view is from an African American baseball player playing between the 1920s and 1947. Knowing the narrator's point of view helps us understand the knowledge, background, and any biases that the narrator might have. This narrator experienced the events first-hand, and he shares his experience with the reader.
Examples:
"Those major leagues learned a lot by playing us, and we learned a lot by playing them. They learned we were men just as they were, and would shake our hands and look us in the eye after we beat them, as did we."
"We played on some of the worst fields you could imagine...Some ol' pasture. You had to pray the ball wouldn't land in some cow stuff."
“In Latin America, if you were a good ballplayer, they treated you like a king. Kids followed us in the streets asking for autographs.”
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".
- Write a quote in the each description box that shows the narrator's point of view.
- 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 Tos about Point of View We Are the Ship
Encourage Students to Write Their Own First-Person Narratives
Motivate students to create original stories from a character’s point of view. This hands-on approach helps them internalize what it means to tell a story through someone else’s eyes, deepening their understanding of perspective in literature.
Model How to Brainstorm Character Experiences and Feelings
Demonstrate how to list out key events, thoughts, and emotions that a character might have. Thinking aloud shows students how to get inside a character’s head and consider their unique point of view as they write.
Guide Students to Use Authentic Dialogue and Details
Teach students to add realistic speech and vivid details that reflect the character’s background and setting. This brings their narratives to life and strengthens the reader’s connection to the character’s perspective.
Facilitate Peer Sharing and Constructive Feedback
Organize opportunities for students to read their narratives aloud or share in pairs. Encourage positive, specific feedback that focuses on how well the writer captured the character’s point of view.
Frequently Asked Questions about Point of View We Are the Ship
What is the narrator's point of view in 'We Are the Ship'?
The narrator in 'We Are the Ship' shares a first-person point of view as an African American baseball player from the Negro Leagues, offering personal insights and experiences from the 1920s to 1947.
How can students identify the narrator's perspective in this activity?
Students can identify the narrator's perspective by selecting quotes that reveal personal experiences, opinions, and emotions, then illustrating scenes that reflect these unique viewpoints.
Why is understanding the narrator’s point of view important?
Understanding the narrator’s point of view helps students grasp the context, background, and possible biases affecting how the story is told, deepening their comprehension of historical events and perspectives.
What are some examples of quotes showing the narrator’s point of view in 'We Are the Ship'?
Examples include: “Those major leagues learned a lot by playing us…” and “We played on some of the worst fields you could imagine...” These quotes reveal the narrator’s personal experiences and feelings.
What is an effective way to teach point of view to 4th or 5th graders using this activity?
An effective method is to have students choose quotes that show the narrator's feelings and then create illustrations that depict those moments, helping them connect text to visuals and deepen understanding.
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We Are the Ship
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