Secondhand Wishes Educator Guide

Weave together creative writing and literary character analysis using this lesson, where students rewrite a novel's scene from the perspective of another character.

INSTRUCTIONAL PROCEDURE

Work in collaboration with the classroom teacher to implement this lesson in the library or the classroom, either during the reading of the book or after finishing it.

Part I: Discussion

Begin the lesson by having students summarize what's happened in the story so far. Then ask directed questions about the book's main character. When students describe her or him, ask, "What makes you say that?" and encourage them point to examples from the text.

Next, ask students to list the other major characters in the book and write the list on the board. Discuss: How might the story change if it was told from one of their points of view? Why is it important to consider the point of view from which a story is told?

Part II: Brainstorming

Have each student select a character they would like to develop into a narrator. Provide them a template to help them think about the different aspects of the character. How does this character see the world? How do you think they would see this particular event or problem?

Part III: Writing

Give students time to write a chapter or scene from another character's point of view, keeping the main problem or event the same. Circulate and provide a sounding board and support for students. Instruct students not to be concerned with spelling or grammar but to focus on the character and story.

Part IV: Sharing

Pair students up and have them read their scene to each other. Ask the listening student to share feedback with the writer, either on a piece of paper or orally. What did the writer do well? Did they agree with how they represented the character's perspective? Why or why not?

DIFFERENTIATION

You may want to do an example all together to model the process or provide an annotated example for them to reference if they choose.

Students could also collaborate to write the scenes together.

A follow-up writing assignment could ask students to write a story taken from their life from two perspectives: their own and that of someone else involved.

For students for whom the act of writing is a barrier, use speech-to-text technology to help them tell their story.

ASSESSMENT

Have students fill out an exit slip that asks the question: Why do you think it's important to consider the point of view from which a story is told?

ADDITIONAL RESOURCES

Carroll, Joyce Armstrong and Edward E. Wilson. Acts of Teaching: How to Teach Writing: A Text, A Reader, A Narrative. Libraries Unlimited, 2019.

"Multiple Perspectives: Building Critical Thinking Skills" from ReadWriteThink and the International Literacy Association http://www.readwritethink.org/classroom-resources/lesson-plans/multiple-perspectives-building-critical-30629.html?tab=4.