September 12, 2018

Lesson Plan Template

Date: November 9, 2020 Teacher’s Name: Lawrence Donohue

Subject: ELA Grade level: 8th grade
Length of lesson:

Central Focus:

The purpose of this lesson is to build on students’ previous knowledge of

effects in literature, such as mood and tone and how to identify these elements in a
text. The students will learn how to identify the points of view of characters in or the
audience of a text, distinguish between these perspectives, and explain how these
points of view create effects in a text. This learning segment will also serve as a
building block for establishing point of view in their own writing, as well as real-life
uses, as point of view and its impact on other textual elements is an important factor
to notice when reading or watching the news and other texts students may encounter
in their lives.

Lesson Title:
Lessons in the Segment:
· Day 1 – Point of View and “The Cask of Amontillado”
· Day 2 – Different Perspectives
· Day 3 - Third Person POV and “The Dwarf”

Essential Question(s):

1) What are points of view and perspectives?

2) How might the point of view in a story create other effects in literature?
3) How might an audience’s or reader’s perspective differ from the perspectives of the
characters in a story, and how might this create effects?

Learning Content Standard:

8R6: In literary texts, analyze how the differences between the point of view, perspectives of
the characters, the audience, or reader create effects such as mood and tone. (RL)

Practice Standard E1. They demonstrate independence.

Pre-Assessment: Determines prerequisite skills and knowledge students have about the lesson
September 12, 2018

1) Before lesson 1, students will have done a homework assignment in which they read “The
Cask of Amontillado” by Edgar Allan Poe and answer questions about the story’s narrator,
perspectives of the characters, and the perspective of the readers.

Learning Objectives: Assessments:

Day 1 - Students will: identify the point of view of
the short story “The Cask of Amontillado” by 1) Students will complete a worksheet in
Edgar Allan Poe and explain how the point of view which they identify the points of view of
may create effects, such as mood and tone. different passages and explain how the
point of view of one passage creates
Day 2 - Students will: analyze the differences in effects.
perspective between characters and the readers
or audience of a text and explain how these
2) Students will complete a worksheet in
differences may create effects.
which they identify the point of view of a
Day 3 - Students will: identify the type of passage and explain how the narrator’s
third person point of view used in the short perspective compares or contrasts with
story “The Dwarf” by Ray Bradbury and the reader’s perspective and the effect
explain how this point of view creates effects. this might create in the text.

3) Students will complete a worksheet in

which they identify the types of third
person point of view in different passages
and explain how the type of third person
point of view of one passage creates
effects.

Differentiation: Describe the students who need differentiation and specify how you will meet their
needs in this learning segment.
1) Brooke, Tommy, Sean, and Camryn —> These students learn best through discussions. I will
differentiate by incorporating discussions into the lessons. I will incorporate structured and
unstructured discussion among small groups and as a whole class.
2) Danielle, David, Sean, and Camryn —> These students learn best with physical resources.
While this will be difficult in a remote class, I will attempt to differentiate by offering
resources, such as a vocabulary reference sheet and the Point of View Graphic Organizer
that they could print at home.
3) Many students in the class have similar interests. During group discussions, students can be
grouped according to certain similar interests that may relate to the class topics or texts.
4) I can use various texts and media throughout the lesson and homework assignments to
keep the lessons engaging for students.
5) Students who are struggling will be able to learn from their peers through activities such as
small group discussions and the Newspaper Dialogue activity.

Academic Language: 1) Identify a key language function and one essential learning task within
the learning segment that allows students to practice the function. 2) Identify the vocabulary
and one additional language demand related to the language function and learning task. 3)
September 12, 2018

Describe the instructional and/or language supports you will develop to address the language
demands to help learners understand and use the language they need.
1) A key language function within this learning segment is explaining how point of view can
create effects in a text. One essential learning task that will allow students to practice this
function is identifying the points of view present in various texts and explaining in both
written and spoken formats how these points of view create effects in the text.
4) Academic vocabulary includes “identify,” “analyze,” “point of view,” “perspective,” “first
person point of view,” “second person point of view,” “third person point of view,” “effects,”
“mood,” “tone,” “dramatic irony,” “third person objective,” “third person omniscient,” and
“third person limited.” One additional language demand is the discourse of discussing one’s
response to a text and the effects of point of view.
5) Instructional and language supports I will develop will include PowerPoint Slides with
definitions, vocabulary word reference sheets and graphic organizers for students, modeling
the use of academic language, having students paraphrase and use academic language.

Procedure: Day 1
Anticipatory Set (hook, motivation, etc. to engage students)
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of
the concept to be learned)
1) Share the PowerPoint presentation, Vocabulary reference sheet, and Point of View Graphic Organizer
with the students before class begins. Tell students that they can refer back to the vocabulary sheet
and graphic organizer while doing homework or after we move on to the next unit, but that these
should not replace taking notes.
2) As students enter the remote class, share your screen and play a scene from the 1995 PBS adaptation
of “The Cask of Amontillado” from the T.V. program American Masters. Youtube:
https://youtu.be/pOtHygOuuXU?t=565
1) Play the clip starting at timestamp 9:25 and ending at timestamp 11:54. This is the scene
where Montresor leads Fortunato to the crypt and traps him inside.

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)
1) Present students with the lyrics to the chorus of pop song “POV” by Ariana Grande (Slide 5).
3) Do-Now Questions (Slide 5):
1) “What might the singer mean by the phrase ‘point of view’?”
2) “How might the singer’s point of view be different from the point of view of the person
she is singing to?”
4) After finishing the Do-Now, have students turn and talk to their partner about their answers. Then
have some students share their answers aloud.

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)
1) Ask students to raise their hand if they know what the word “perspective” might mean. Have them
write their answers in their notebooks. Students can then share their answers aloud.
1) Look for answers such as “the way an individual person sees something,” “a person’s
viewpoint,” etc.
September 12, 2018

2) Ask the class if different people might have different perspectives about the same thing
and ask students to give examples, either from real-life or media (like the song lyrics from
the Do-Now).

Initial Phase
Direct Instruction (input, modeling, check for understanding)
1) Introduce the concept of point of view to the students. Present the definition of point of view (Slide
6). Students will take notes in their notebooks on PowerPoint slide 5 and extra spoken information.
5) Explain that there are three main types of point of view and present the definitions of first person,
second person, and third person perspectives (slide 7) as students take notes.
1) As you give the example sentences from slide 7, ask students to come up with their own
example sentences using first, second, and third person nouns or pronouns.
2) After you read the definition for third person, explain that there are actually three types of
third person point of view and that we will discuss these in a later lesson.
6) Present PowerPoint Slide 8 and explain that authors use point of view to create meaning and effects
in their works. Students will take notes on slide 8 in their notebooks. Tell the students that two
examples of effects that point of view can create are mood and tone, and ask the class if anyone can
recall what mood and tone are. Then present the definitions of mood and tone (Slide 9).
7) Tell the students we will now reread a short passage from “The Cask of Amontillado.” Then we will
get into groups to discuss. Present the passage (Slide 10) and read aloud to the students.
1) Pause after the sentence “I must not only punish, but punish with impunity” and
paraphrase the sentence as “Montresor is saying that he must not only punish Fortunato,
but punish him in a way in which he will not get caught.” Then continue reading.
2) Pause again after the word “immolation” and explain that in this context, immolation
means death. Then continue reading.
8) After the reading, ask students to volunteer to identify the point of view of the narrator. Ask the
student how they reached their answer.
1) Students may identify two different points of view in this passage, first or second person.
Direct students to see how both of these points of view are used.

Middle Phase
Guided Practice (how students will demonstrate their grasp of new learning)
1) Split the students into small groups. Present the discussion questions (Slide 11) and say that the
students will discuss in their groups for 10 minutes.
9) Explain to the students that in their groups, they will start by discussing their responses to the text in
any way they like. Give examples of possible responses, such as discussing their general thoughts on
the text, what they liked/disliked, relating the text to something else, etc. This first part of the
discussion should be unstructured and should last around 5 minutes.
10) The students are then to move into a more structured discussion around the questions “As a
reader, how did this passage or the story as a whole make you feel? How might reading this from
Montresor’s point of view have influenced your feelings?” (Slide 11). This part of the discussion
should last around 5 minutes.
11) Call the students back from their groups for a whole-class discussion, in which students can
volunteer to share aloud what they or their groups have discussed. Begin with sharing general
responses and then move into the structured discussion questions.
1) During the whole-class discussion of the structured discussion questions, ask students
what literary effect the question is asking them about. Explain how it is asking them to
identify the story’s mood.
September 12, 2018

2) Encourage students to respond to each other by building on each others’ ideas, asking
each other questions, and agreeing/disagreeing with each other.

Independent Practice (what students will do to reinforce learning of the lesson)

1) For homework, students will complete a worksheet in which they read three passages from different
texts and identify the points of view in each passage. They will then choose one of the three passages
and explain how the point of view of the passage creates an effect. The students will receive one
point for each correct point of view identification and two points for an explanation in which they
show how the point of view creates an effect. A full-credit assignment will receive 5 points.

Concluding Phase
Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
1) Quickly Review the definitions of first, second, and third person points of view (Slide 12).
6) Present the Exit Ticket (Slide 13): “1) Write down two or three things you have learned today about
point of view. 2) Write down one or two questions you still have.”

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
1) For homework, students will complete a worksheet in which they read three passages from different
texts and identify the points of view in each passage. They will then choose one of the three passages
and explain how the point of view of the passage creates an effect. The students will receive one
point for each correct point of view identification and two points for an explanation in which they
show how the point of view creates an effect. A full-credit assignment will receive 5 points.

Materials: (items, technology, etc.)

- PowerPoint presentation
- “The Cask of Amontillado (Edgar Allan Poe)” YouTube video: https://youtu.be/pOtHygOuuXU?t=565
- Copy of “The Cask of Amontillado” by Edgar Allan Poe
- “‘The Cask of Amontillado’ After-Reading Questions” Pre-assessment
- Google Meet or Zoom
- “Point of View: Lesson 1 Homework” Worksheet
- Vocabulary reference sheet
- Point of View Graphic Organizer
- References
- Grande, A. (n.d.). POV. Genius. https://genius.com/Ariana-grande-pov-lyrics
- Perspective. (n.d.). Literary Devices. Retrieved November 11, 2020, from
https://literarydevices.net/perspective/
- Poe, E. A. (n.d.). The Cask of Amontillado. Lit2Go. https://etc.usf.edu/lit2go/147/the-works-of-
edgar-allan-poe/5245/the-cask-of-amontillado/

Procedure: Day 2
Anticipatory Set (hook, motivation, etc. to engage students)
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of
the concept to be learned)

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)
September 12, 2018

1) Share the PowerPoint presentation with the students before class begins.
7) Do Now (Slide 15)
1) Present students with two comic strips.
2) “Do Now: Explaining the Joke - Why are these comics funny?”
8) Students will write their answers down in their notebooks. Then some students can share their
answers aloud.
1) Look for answers, such as “It’s funny because Calvin and Hobbes are trying to cheat on the
test, but we know the answers aren’t right,” “It’s funny because Nancy’s trying to find a
frog that’s behind her the whole time,” etc. Student’s answers should point out some
information that the reader knows that the characters do not.

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)
1) Ask students to recall what point of view means and have a students share their answer.
9) Remind students that in the previous lesson, we spoke about the three main types of point of view
and how they can be used by a text’s narrator. Present a review of the definition of point of view and
the three types (Slide 16).
10) Say that we’ve looked at how narrators show their perspective through their points of view and
ask if the students think readers or audiences could have perspectives, as well.

Initial Phase
Direct Instruction (input, modeling, check for understanding)
1) Present the slide on Differing Perspectives (Slide 17). Students will take notes in their notebooks on
Slide 17 and extra spoken information.
12) Explain that today, we will be focusing on the perspective of the readers or audience and how it
differs from the narrator’s POV or the perspectives of characters in the text. Explain that, like the
narrator’s point of view, these differences in perspective can create effects like mood and tone.
13) Tell students that we will be looking at an example in a scene from the movie Monsters, Inc.
(Slide 18; Youtube: https://www.youtube.com/watch?v=zDwiybWUwKM). Remind students to pay
attention to the different perspectives of the characters and compare it to what we can see and know
as the audience.
14) Ask the students what they thought of the scene and how they would describe the tone or
mood of the scene/how it made them feel as an audience.
15) Ask how the differences in our perspective as an audience and the perspectives of the
characters might have created this tone. Ask if the scene would have been as funny or lighthearted if
we only saw it through Sully’s perspective.
16) Explain how the third person perspective of the scene allowed us as an audience to know what
was happening at all times. Unlike Sully, we knew that Boo was unharmed, and this difference in our
perspectives allowed us to see the scene as funny.
17) Tell the students that the difference between our perspective and the characters’ perspectives
not only create the tone of the scene, but it also creates an effect known as dramatic irony (Slide 19).
Show the students that we saw an example of dramatic irony earlier with the comic strip in the Do
Now activity.
18) Tell the students that we will now return to “The Cask of Amontillado” and that we will reread a
passage from the story (Slide 20). Begin reading the passage aloud or have a student read aloud.
September 12, 2018

1) Pause the reading after the phrase “‘And the motto?’ ‘Nemo me impune lacessit.’” Explain
that Fortunato is asking about the motto on Montresor’s family crest and that “Nemo me
impune lacessit” is Latin for “No one harms me and goes unpunished.” Then continue
reading.
2) Pause again after the line “You are not of the masons.” Explain that when Fortunato
speaks of “the masons,” he is referring to a secret society called the Freemasons, but the
word “mason” can also refer to people who work with bricks and stones. Then continue
reading.
19) Ask the students what the character Fortunato’s perspective on what is happening in the story
could be. Ask what we as readers know is happening.

Middle Phase
Guided Practice (how students will demonstrate their grasp of new learning)
1) Split the students into small groups. Present the discussion questions (Slide 21) and say that the
students will discuss in their groups for 10 minutes.
20) Explain to the students that in their groups, they will start by discussing their responses to the
text in any way they like. Give examples of possible responses, such as discussing their general
thoughts on the text, what they liked/disliked, relating the text to something else, etc. This first part
of the discussion should be unstructured and should last around 5 minutes.
21) The students are then to move into a more structured discussion around the questions “As a
reader, how did this passage make you feel? How might the difference between the characters’
perspectives and your own perspectives have influenced your feelings?” (Slide 21). This part of the
discussion should last around 5 minutes.
22) Call the students back from their groups for a whole-class discussion, in which students can
volunteer to share aloud what they or their groups have discussed. Begin with sharing general
responses and then move into the structured discussion questions.
1) Encourage students to respond to each other by building on each others’ ideas, asking
each other questions, and agreeing/disagreeing with each other.

Independent Practice (what students will do to reinforce learning of the lesson)

1) Students will complete a homework worksheet in which they will read a passage identify
the point of view (1 point), and explain how the narrator’s perspective compares or
contrasts with the reader’s perspective (2 points) and the effect this might create in the
text (2 points). A full-credit assignment will receive 5 points. (Slide 22)

Concluding Phase
Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
1) Exit Ticket (Slide 22): “1) Write down two or three things you have learned today about point of view
and perspective that you didn’t know from the last lesson. 2) Write down one or two questions you still
have.”

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
1) Students will complete a homework worksheet in which they will read a passage, identify the point of
view (1 point), and explain how the narrator’s perspective compares or contrasts with the reader’s
September 12, 2018

perspective (2 points) and the effect this might create in the text (2 points). A full-credit assignment
will receive 4 points. (Slide 22)
2) Students will read Ray Bradbury’s short story “The Dwarf” in preparation for next class.

Materials: (items, technology, etc.)

- PowerPoint presentation
- Copy of “The Cask of Amontillado” by Edgar Allan Poe
- “Point of View: Lesson 2 Homework” Worksheet
- “When Sully Thought Boo Died” YouTube video: https://www.youtube.com/watch?v=zDwiybWUwKM
- Google Meet or Zoom
- Copy of “The Dwarf” by Ray Bradbury
- References
- Poe, E. A. (n.d.). The Cask of Amontillado. Lit2Go. https://etc.usf.edu/lit2go/147/the-works-of-
edgar-allan-poe/5245/the-cask-of-amontillado/
- Dramatic Irony. (n.d.). Literary Devices. https://literarydevices.net/dramatic-irony/

Procedure: Day 3
Anticipatory Set (hook, motivation, etc. to engage students)
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of
the concept to be learned)

Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson)
1) Share the PowerPoint presentation with the students before class begins.
23) Do Now (Slide 24)
1) Students will read a short scenario: “Jonah showed up in a new hat hoping to impress
Emily. Emily looked at him, smiled, and whispered to her friend Jane. Jane laughed. Oh no,
Jonah thought, Does she think the hat is weird?”
2) They will then answer the following questions in their notebook: “1) How might this story
be different if we could see what Emily and Jane were thinking and saying? 2) How might
it be different if we could not see any characters’ thoughts?"
3) After the Do Now, students may share their answers aloud.

Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)
1) Remind the students that in Lesson 1, we talked about the first person, second person, and third
person points of view, and you mentioned that there are three types of third person point of view.
Tell the students that this is what we will be discussing today.
24) Ask a student to remind the class what it means when a narrator uses third person point of
view. If the student that volunteers does not mention the use of third person pronouns in this point
of view, ask another student how we can identify the third person perspective.
25) Present a review of the definition of third person point of view and example sentences (Slide
25).

Initial Phase
Direct Instruction (input, modeling, check for understanding)
September 12, 2018

1) Introduce the students to the concept of third person objective point of view (Slide 26). Students will
take notes on the slide and extra spoken information.
11) Present an example passage from Lindsey Konkel’s informational text “What is a Vaccine?”
(Konkel, 2017; Slide 27). Model that you know this is third person objective because the author only
describes facts and behaviors and does not describe the thoughts or feelings of any characters.
12) Present the concept of third person omniscient point of view (Slide 28). Then present the
example image with the sentence “Little did they know that by the end of the night, only one of them
would be alive” (Point of View: The Ultimate POV Guide, 2020; Slide 28).
1) Ask the students why this single sentence is a good example of third person omniscient
point of view.
13) Present the concept of third person limited point of view (Slide 29). Then present the example
image with the sentence “She delivered the cake, careful not to reveal the ‘secret ingredient’ hidden
within” (Point of View: The Ultimate POV Guide, 2020; Slide 29).
1) Ask the students why this sentence is a good example of third person limited point of
view.
14) Ask the students if they have any questions before we move on to group discussions.
15) Tell the students we will be discussing the presence of third person point of view in Ray
Bradbury’s short story “The Dwarf,” which they have read for homework. Tell the students that we
will first re-read a passage from the story.
16) Have the students read aloud the last four pages of “The Dwarf,” beginning with the line “The
wind, now warm, now cool, blew along the pier” (Bradbury, 1996).

Middle Phase
Guided Practice (how students will demonstrate their grasp of new learning)
1) Explain that we will be having a “Newsprint Dialogue” discussion (Brookfield, 2011).
1) Present the directions for “Newsprint Dialogue” (Slide 31), which involves students
recording their responses on Jam Board slides.
17) When students understand the “Newsprint Dialogue” instructions, split students into small
groups. Present the discussion questions and the link to the Jam Board slides.
18) Explain to the students that during their discussions, they will first respond to “The Dwarf” in
any way they like for around 5 minutes. For the next 5 minutes, they will move onto the more
structured discussion questions, “What type of third person point of view is this story told in? What
effects (such as mood or tone) might this point of view have created for you as a reader?” (Slide 32).
Students will jot down the ideas they have discussed on their group’s Jam Board slides.
19) Students will then individually read the Jam Board slides of other groups, looking for common
themes or contradictions, and write comments by placing sticky notes on the Jam Board Slides.

Independent Practice (what students will do to reinforce learning of the lesson)

1) For homework (Slide 34), students will complete a worksheet in which they read three passages from
different texts and identify the types of third person point of view in each passage. They will then
choose one of the three passages and explain how the point of view of the passage creates an effect.
The students will receive one point for each correct point of view identification and two points for an
explanation in which they show how the point of view creates an effect. A full-credit assignment will
receive 5 points.
September 12, 2018

Concluding Phase
Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson
1) Exit Ticket (Slide 33): Students will complete an exit ticket in which they read a passage, identify the
type of third person point of view in which the passage (Heckman, 2020) is written, and explain in
one or two sentences how they know their identification is correct.

Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
1) For homework (Slide 34), students will complete a worksheet in which they read three passages from
different texts and identify the types of third person point of view in each passage. They will then
choose one of the three passages and explain how the point of view of the passage creates an effect.
The students will receive one point for each correct point of view identification and two points for an
explanation in which they show how the point of view creates an effect. A full-credit assignment will
receive 5 points.

Materials: (items, technology, etc.)

- PowerPoint Presentation
- Copy of “The Dwarf” by Ray Bradbury
- Google Meet or Zoom
- Google Jam Board
- “Point of View - Lesson 3 Homework” Worksheet
- References
- Bradbury, R. (1996). The October Country. Ballantine Books.
- Brookfield, S. (2011). Discussion as a Way of Teaching Workshop Resource Packet.
Static1. Retrieved November 11, 2020, from
https://static1.squarespace.com/static/5738a0ccd51cd47f81977fe8/t/5750ef4862cd947608165d85/146
4921939855/Discussion_as_a_Way_of_Teaching_Packet.pdf
- Konkel, L. (2017). What is a Vaccine? CommonLit. https://www.commonlit.org/texts/what-is-a-
vaccine
- Point of View. (n.d.). E Reading Worksheets. https://www.ereadingworksheets.com/point-of-
view/
- Point of View: The Ultimate POV Guide - With Examples. (2020, August 26). Reedsy.
Retrieved November 11, 2020, from https://blog.reedsy.com/guide/point-of-view/
- Brookfield, S. (2011). Discussion as a Way of Teaching Workshop Resource Packet.
Static1. Retrieved November 11, 2020, from
https://static1.squarespace.com/static/5738a0ccd51cd47f81977fe8/t/5750ef4862cd947608165d85/146
4921939855/Discussion_as_a_Way_of_Teaching_Packet.pdf
- Heckman, C. (2020, September 20). What is Point of View? Definition and Examples in
Lit and Film. StudioBinder. https://www.studiobinder.com/blog/what-is-point-of-view-definition-
literature/

References and Resources: Cite (APA style) sources, texts, lesson plans used
- Bradbury, R. (1996). The October Country. Ballantine Books.
- Brookfield, S. (2011). Discussion as a Way of Teaching Workshop Resource Packet. Static1. Retrieved
November 11, 2020, from
September 12, 2018

https://static1.squarespace.com/static/5738a0ccd51cd47f81977fe8/t/5750ef4862cd947608165d85/1
464921939855/Discussion_as_a_Way_of_Teaching_Packet.pdf
- Dramatic Irony. (n.d.). Literary Devices. https://literarydevices.net/dramatic-irony/
- Grande, A. (n.d.). POV. Genius. https://genius.com/Ariana-grande-pov-lyrics
- Heckman, C. (2020, September 20). What is Point of View? Definition and Examples in Lit and Film.
StudioBinder. https://www.studiobinder.com/blog/what-is-point-of-view-definition-literature/
- Konkel, L. (2017). What is a Vaccine? CommonLit. https://www.commonlit.org/texts/what-is-a-vaccine
- Perspective. (n.d.). Literary Devices. Retrieved October 18, 2020, from
https://literarydevices.net/perspective/
- Point of View. (n.d.). E Reading Worksheets. https://www.ereadingworksheets.com/point-of-view/
- Poe, E. A. (n.d.). The Cask of Amontillado. Lit2Go. https://etc.usf.edu/lit2go/147/the-works-of-edgar-
allan-poe/5245/the-cask-of-amontillado/
- Point of View: The Ultimate POV Guide - With Examples. (2020, August 26). Reedsy. Retrieved
November 11, 2020, from https://blog.reedsy.com/guide/point-of-view/

Self-Reflection of the lesson: