Activity Overview
In this activity, students will examine the narrator’s point of view and identify what it reveals about the characters using textual evidence.
In this example, the narrator knows Zlateh’s, Aaron’s, and the family’s thoughts and actions.
- Zlateh’s thoughts and actions: “And Zlateh would scratch her neck with a horn, shake her white bearded head, and come out with the single sound which expressed all her thoughts, and all her love.”
- Aaron’s thoughts and actions: “As for Aaron’s dreams, they were all about warm weather. He dreamed of green fields, trees covered with blossoms, clear brooks, and singing birds.”
- The family’s thoughts and actions: “Aaron’s family and their neighbors had searched for the boy and the goat but had found no trace of them during the storm. They feared they were lost.”
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 that illustrates the narrator’s point of view and identify what it reveals about the characters using textual evidence.
Student Instructions:
- Click “Start Assignment” and give your storyboard a name.
- In the center title box, write, "Point of View".
- Write "Thoughts and Actions" for 3 characters in the title boxes.
- Give examples from the text for each point of view.
- Create illustrations for each using appropriate scenes, characters, items, and text.
- 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 narrator’s point of view and identify what it reveals about the characters using textual evidence.
In this example, the narrator knows Zlateh’s, Aaron’s, and the family’s thoughts and actions.
- Zlateh’s thoughts and actions: “And Zlateh would scratch her neck with a horn, shake her white bearded head, and come out with the single sound which expressed all her thoughts, and all her love.”
- Aaron’s thoughts and actions: “As for Aaron’s dreams, they were all about warm weather. He dreamed of green fields, trees covered with blossoms, clear brooks, and singing birds.”
- The family’s thoughts and actions: “Aaron’s family and their neighbors had searched for the boy and the goat but had found no trace of them during the storm. They feared they were lost.”
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 that illustrates the narrator’s point of view and identify what it reveals about the characters using textual evidence.
Student Instructions:
- Click “Start Assignment” and give your storyboard a name.
- In the center title box, write, "Point of View".
- Write "Thoughts and Actions" for 3 characters in the title boxes.
- Give examples from the text for each point of view.
- Create illustrations for each using appropriate scenes, characters, items, and text.
- 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 Zlateh the Goat
Use mentor texts to model identifying point of view
Show students how to spot point of view by reading short stories or excerpts aloud and thinking aloud about who is telling the story and what they know. This helps students recognize clues in the text about the narrator’s perspective.
Guide students to ask perspective questions
Encourage students to ask questions like, Whose thoughts do we know? or What information is hidden from us? as they read. This practice helps them actively notice the narrator’s knowledge and limitations.
Create anchor charts together on point of view clues
Collaborate with your class to list signal words, phrases, and examples that reveal point of view. Display the chart as a visual reminder during reading activities.
Practice rewriting scenes from different points of view
Assign students to rewrite a scene from Zlateh the Goat from another character’s perspective. This helps them understand how point of view shapes what readers know and feel.
Facilitate peer discussions to compare interpretations
Organize small group or partner discussions where students share how point of view affected their understanding of the story. Encourage them to support their ideas with evidence from the text.
Frequently Asked Questions about Point of View in Zlateh the Goat
What is the narrator's point of view in 'Zlateh the Goat'?
The narrator in 'Zlateh the Goat' uses a third-person omniscient point of view, revealing the thoughts and feelings of multiple characters, including Zlateh, Aaron, and his family. This viewpoint helps readers understand each character's emotions and motivations throughout the story.
How can students identify point of view using textual evidence in 'Zlateh the Goat'?
Students can identify the point of view by looking for narration that describes characters’ thoughts and feelings, not just actions. In 'Zlateh the Goat', quotes like Aaron dreaming of spring or Zlateh expressing love through actions show the narrator knows their inner experiences.
What are some examples of characters' thoughts and actions in 'Zlateh the Goat'?
Examples include Zlateh scratching her neck and expressing love, Aaron dreaming of warm weather, and the family fearing Aaron and Zlateh are lost. These details reveal what each character is experiencing and feeling during the story.
Why is understanding point of view important when teaching 'Zlateh the Goat'?
Understanding point of view helps students analyze how the narrator shapes our perception of the characters. It also encourages deeper reading by connecting textual evidence to character development and story events.
What is a simple activity to teach point of view using 'Zlateh the Goat'?
A helpful activity is to have students create a storyboard showing each character’s thoughts and actions, using direct quotes from the text. This visual approach reinforces the concept of perspective and evidence-based analysis.
More Storyboard That Activities
Zlateh the Goat
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