Lesson Plan

Point of view as literary device as well as cultural/societal placement of value

Students will analyze how point of view contributes to/affects the text as well as how it reveals the cultural/societal values

Students will be able to analyze texts to discover the point of view and the effect that point of view has on the reader and the text 

Students will be able to explain how point of view is being used to reveal cultural/societal values

Students will be able to explain the concept of “allusion” and work on creating their own.

English Language Arts
Grades 9 - 12
All Notes
Teacher Notes
Student Notes

1 Anticipatory Set

Teacher will pull up Poll Everywhere and have students text in their responses to the question "What does point of view help to accomplish/reveal?"

Student Instructions

Students will use their phones to respond to the question

2 Instructional Activity 1

The teacher will convert the Poll Everywhere responses into a word cloud to then work from. The teacher will cover the literary types of point of view (1st person, 2nd person, 3rd person, 3 person omniscient) and ask the students to engage in a small group discussion about the effects each point of view has. The teacher will ask: How would the story be different if told from third person point of view? Why would some authors use certain points of view? How do point of view and genre relate? The class will discuss how POV helps the reader access the text; they will also discuss how allusions help provide access (examples from the text: “Ashington” and description, “Babylon”)

Student Instructions

Students will engage in discussion.

3 Instructional Activity 2

Activity: Other — Power Point

Then, the teacher will ask the class to get into groups of 3-5. The teacher will present the class with the first poem. The students will then discuss what they think about the poem; how do they feel about the speaker? The person being spoken about? What are they taking away from the poem?


The teacher will then present the original poem and ask the students to discuss the same questions in their groups. Then, the teacher will provide the background information on the author (who suffers from serious depression) and discuss what the larger implications may be. Have they read a text from a person with a mental disorder before? Why? How is the poem different in 2nd person? Who does in marginalize? Why is it important to hear from the source instead of second-hand? Does this poem qualify as "good" literature?  





You are the human contradiction.

You have no self confidence,
Yet you have a massive ego.

You want to turn your life around,
Yet you want to die.

You want people to think you have no weakness,
Yet all you want to do is cry.

You want to be the best everything,
But you don’t want to try.

You want to stop hurting yourself,
But that’s all you seem to do.

You don’t want people seeing your scars,
Yet you want them to know you’re scared.

When you wake up you want to be happy,
But you don’t want to wake up anymore. – G.S.


I am the human contradiction.

I have no self confidence,
Yet I have a massive ego.

I want to turn my life around,
Yet I want to die.

I want people to think I have no weakness,
Yet all I want to do is cry.

I want to be the best everything,
But I don’t want to try.

I want to stop hurting myself,
But that’s all I seem to do.

I don’t want people seeing my scars,
Yet I want them to know I’m scared.

When I wake up I want to be happy,
But I don’t want to wake up anymore. – G.S.

Student Instructions

Students will listen as the poem is read aloud, and then discuss the point of view of the poem in small groups, then report back to the full class.

4 Intructional Activity 3

The teacher will reiterate how POV functions at the level of the text as well as the level of society. Then, the teacher will present on old anti-drug ad (unable to insert in here, but look up "anti-meth campaign" and you'll find plenty of options which state just the effects of meth and tell the reader to not do it) to which the students will respond in their learning logs. Next, the teacher will present newer ads ( https://www.youtube.com/watch?v=3rhVGtMpQRE   and    https://www.youtube.com/watch?v=qlcAdqAjWFM ) to which the students will again respond in their learning logs. We will then discuss how POV functions in these ads and how the ads marginalize the person within them, but in a way that works positively (to feel negatively about meth users/using is probably a good thing).


The class will then transition from the meth ads to an activity involving memes via a picture which combines the two concepts (unable to insert here, but look up "Listening to Justin Beiber isn't  normal, but on meth it is").

Student Instructions

Students will respond to the ads in their journals and engage in class discussion about the ads. 

5 Wrap Up - Synthesis/Closure

Activity: Other — Memes

The teacher will then pull up slides of popular “memes” to discuss how the pictures that make up these memes function as allusions. The teacher will give a few examples, and then distribute blank copies of a few different memes to the class, and they will then make their own, using the point of view/an event/etc. from the story they just read. They will hand these in as exit tickets. (I am also unable to insert these here, but just look them up online and you'll find plenty of options. I would use Pinterest to look them up since that site has easier access to ones that are more school appropriate)

Student Instructions

Students will observe the meme examples, and then create their own, drawing from people/events in the story they just read.