EL Support Lesson

First- and Third-Person Point of View

Use this lesson to help your ELs understand which pronouns to use when writing from different points of view. Use this as a stand-alone lesson or as a support lesson for the *My View as an Ant* lesson.
This lesson can be used as a pre-lesson for the My View as an Ant lesson plan.
Grade Subject View aligned standards

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This lesson can be used as a pre-lesson for the My View as an Ant lesson plan.

Students will be able to define characteristics of both first- and third-person narrative styles.


Students will be able to orally explain a narrative with first-person pronouns using sentence stems and a graphic organizer.

(2 minutes)
  • Access prior knowledge of point of view by reading aloud a short paragraph. Then, have students draw a quick sketch of the narrator on a white board. For example, "When I walked into class, I saw a new student. The new girl looked just like me. She was busy working, but she seemed nervous. I wanted to talk to her later. I knew how it felt to be the new girl. It’s not easy!"
  • Tell students that they just worked to identify the point of view, or who is telling the story. There are two types of point of view narration: first-person and third-person.
  • Share that the students will analyze new words, sentences, and a paragraph to help them understand how to identify the point of view in a story. They will also write a first person narrative.
(10 minutes)
  • Explain to students that they will learn how to identify the point of view by looking for some key terms in sentences and paragraphs. First, they will learn vocabulary words that will help them understand the sentences and paragraphs in today's lesson.
  • Display the Tier 1, 2, and 3 vocabulary words with student-friendly definitions. Instruct students to discuss what type of visual they could use to help them remember the definition of each word.
  • Provide students with a Glossary Template to record information about the vocabulary words. In the last column, have them write the vocabulary word in their home language.
  • Use the Vocabulary Cards to review definitions, and model how to use one or two words in sentences. Then, challenge learners to create sentences using the words.
(10 minutes)
  • Display the Point of View Pronouns worksheet and give one to each student. Review the teaching box that reviews all types of pronouns and how they relate to first- and third-person point of view narration. Have a volunteer read each example sentence in the teaching box.
  • Have students read aloud the sentences in Part 1. Instruct them to pick out the pronouns and reference the teaching box at the top of the worksheet to determine the point of view. Model the first one, and have students complete the remaining problems with partners. Call on nonvolunteers to share answers, and call on another student to explain what that point of view means in regards to who is telling the story.
  • Model how to change a sentence from third-person point of view narration to first-person point of view. Explain that we can focus on the pronouns as a start, and we have to imagine, or pretend, that we are a character in each sentence.
  • Direct students to work together by reading aloud the sentence, identifying third-person pronouns, and orally stating and then rewriting the sentence as a first-person narrative.
(10 minutes)
  • Distribute a copy of the Point of View Practice: Two Misbehaved Moths worksheet to each student. Direct students to look for and circle any of the vocabulary terms they come across as they read the paragraph. Ask students to share any other words that are confusing. Define them and provide visuals as needed.
  • Read aloud the text and ask students to talk to an elbow partner about clues that tell the point of view narration of the story. Have students share the pronouns they highlighted. Call on a student to explain who is telling the story and how he or she knows.
  • Explain that the task will be to change this story from third-person point of view to first-person point of view, and that details about the narrative will go into a graphic organizer.
  • Guide students to complete the Concept Web graphic organizer on the bottom of the worksheet. Point out the sentence stems in each section of the web, and explain that the five senses will be the focus areas that we will explain.
  • Model filling out one of the web details.
  • Put students into partnerships to complete the remaining sections of the graphic organizer. Call on nonvolunteers to share details and record information on the teacher copy of the graphic organizer. Offer feedback, clarification, and praise in regards to the use of correct pronouns that show first-person narration.


  • Allow students to share the sentences orally with a partner before sharing with the class in the Word Level section of the lesson.
  • Provide a partially completed Concept Web graphic organizer for Beginning ELs to use on the Point of View Practice: Two Misbehaved Moths worksheet.
  • Give learners a word bank of common terms to use in a particular situation/experience to use during the Assessment. Allow them to utilize glossaries and dictionaries in L1 to use throughout the lesson.


  • Allow learners to utilize glossaries and dictionaries for unfamiliar words.
  • Choose advanced ELs to share their ideas first in group and class discussions. Have them add on, rephrase, and ask clarifying questions in group discussions.
  • Have learners repeat instructions and key vocabulary, summarizing important information for the class.
(5 minutes)
  • Give each student a Concept Web and have them choose one of the following personal situations/experiences: school, recess, lunchtime. Have them label the sections of the graphic organizer in the same way it was labeled on the Point of View Practice: Two Misbehaved Moths worksheet. In each of the circles on the web, they will write a sentence with the following sentence stems for the five senses:
  • I hear...
  • I feel...
  • I see...
  • I smell...
  • I taste...
(3 minutes)
  • Put students into partnerships and have them orally explain their first-person narrative using the sentence stems. Encourage them to reference the graphic organizer while sharing.
  • Review that we use pronouns as clues to help us figure out who is telling the story. This is helpful because it gives us a better understanding of the characters and important relationships and events in a story.

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