• 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? We had never seen snow before, so we pressed our noses to the window. (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).
2. Read the question and choose. A story is told by a character who misremembers events and hides the truth. What is this narrator called? (an omniscient narrator / an unreliable narrator / a second-person narrator / a reliable narrator) → an unreliable narratorPrompt: Think about how much each type of narrator knows.
3. What point of view is this extract written in? Lena stared at the letter. She wondered if her brother had written it as a joke. (first person / second person / third person limited / third person omniscient) → third person limitedPrompt: 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? → reflection: she can comment on what she understands now that she didn't then (yes, it is correct / no, it is not correct) → yes, it is correctPrompt: Who is telling the story, and when (present or looking back)?
2. Read the question and choose. A guidebook says, "You turn left at the fountain and you'll see the old gate." Why use second person? (it makes the text a poem / it guides the reader directly, as if they are there / it shows the writer's private thoughts / it creates an unreliable narrator) → it guides the reader directly, as if they are therePrompt: 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 8 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 is told in the first person, present tense: "I open the door. Something moves." What is the main effect? (immediacy: we experience events with the narrator as they happen / distance: events feel long ago / objectivity: we see every character's thoughts / humour: it makes events funny) → immediacy: we experience events with the narrator as they happenPrompt: Who is telling the story, and when (present or looking back)?
2. Is the proposed answer correct? A guidebook says, "You turn left at the fountain and you'll see the old gate." Why use second person? → it shows the writer's private thoughts (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.