• Quick retrieval from earlier learning (First, second or third person narrators; Point of view and narrator). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. What point of view is this extract written in? Lena hoped the letter was real. Across town, her brother laughed, knowing it was a prank, while their mother worried about both of them. (first person / second person / third person limited / third person omniscient) → third person omniscientPrompt: Look at the pronouns: I/we (first), you (second), he/she/they (third).
2. Read the question and choose. What can a third person omniscient narrator do that a first-person narrator cannot? (include dialogue / describe a setting / reveal the thoughts of many different characters / use the word 'I') → reveal the thoughts of many different charactersPrompt: Think about how much each type of narrator knows.
3. What point of view is this extract written in? My grandmother always said that I would be a scientist. I didn't believe her. (first person / second person / third person limited / third person omniscient) → first personPrompt: Look at the pronouns: I/we (first), you (second), he/she/they (third).

• Read the first lines of a short text aloud and ask what students predict will happen and why.
• Share the objective: The effect of narrative perspective and tense. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Read the question and choose. A story switches between two first-person narrators in alternating chapters. What is the main benefit?
• Step 1: Perspective and tense control closeness, knowledge and trust: present tense feels immediate; hindsight allows reflection; omniscience allows dramatic irony.
• Step 2: So the answer is: readers see the same events from two viewpoints
• Answer: readers see the same events from two viewpoints
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Is the proposed answer correct? An older narrator looks back on her childhood in the past tense. What does this allow? → a faster pace (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: Who is telling the story, and when (present or looking back)?
2. Read the question and choose. An omniscient narrator reveals that a character's friend is secretly planning to betray her. What effect does this create? (humour, because nothing will happen / confusion, because we know less / distance from the plot / dramatic irony and tension, because we know more than she does) → dramatic irony and tension, because we know more than she doesPrompt: Who is telling the story, and when (present or looking back)?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Read the question and choose. A story switches between two first-person narrators in alternating chapters. What is the main benefit? (readers see the same events from two viewpoints / it makes the story shorter / it removes all suspense / readers learn nothing about either character) → readers see the same events from two viewpointsPrompt: Who is telling the story, and when (present or looking back)?
2. Is the proposed answer correct? A story is told in the first person, present tense: "I open the door. Something moves." What is the main effect? → humour: it makes events funny (yes, it is correct / no, it is not correct) → no, it is not correctPrompt: Who is telling the story, and when (present or looking back)?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-10.