English lesson plan · 10th grade (Year 11 in England) · 60 minutes
The effect of narrative perspective and tense
Reading Comprehension
CCSS RL.9-10.5CCSS RL.9-10.6England: GCSE English Language Paper 1 Q3 and Q4England: GCSE English Literature
Objective and success criteria
Students will: The effect of narrative perspective and tense.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: First, second or third person narrators; Point of view and narrator
Leads to: Drama terms: soliloquy, aside, foil, hamartia, catharsis…; Narrative techniques: unreliable narrator, in medias res, frame narrative…
Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 6 min
- 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.
- What point of view is this extract written in? You step into the dark hallway. You hear a creak behind you. (first person / second person / third person limited / third person omniscient) → second personPrompt: Look at the pronouns: I/we (first), you (second), he/she/they (third).
- Read the question and choose. Why do some adventure game-books use second person ('You open the door…')? (to show many characters' thoughts / to make readers feel they are inside the story / to avoid describing the setting / to sound more formal) → to make readers feel they are inside the storyPrompt: Think about how much each type of narrator knows.
- What point of view is this extract written in? Zara opened the door slowly. Inside, she found an empty room, and she had no idea that her friends were hiding behind the curtain, ready to shout "Surprise!" (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).
Hook · 6 min
- 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.
I do: model it · 12 min
- 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.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Is the proposed answer correct? A narrator describes a disastrous party but insists, "Everyone had a wonderful time." What might the writer be suggesting? → the narrator is unreliable, so readers should question their account (yes, it is correct / no, it is not correct) → yes, it is correctPrompt: Who is telling the story, and when (present or looking back)?
- Read the question and choose. A story switches between two first-person narrators in alternating chapters. What is the main benefit? (it removes all suspense / readers see the same events from two viewpoints / readers learn nothing about either character / it makes the story shorter) → readers see the same events from two viewpointsPrompt: Who is telling the story, and when (present or looking back)?
You do: independent practice · 17 min
- 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.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Is the proposed answer correct? A narrator describes a disastrous party but insists, "Everyone had a wonderful time." What might the writer be suggesting? → the writer made a mistake (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)?
- Read the question and choose. A narrator describes a disastrous party but insists, "Everyone had a wonderful time." What might the writer be suggesting? (the party really was wonderful / the narrator is unreliable, so readers should question their account / the narrator is omniscient / the writer made a mistake) → the narrator is unreliable, so readers should question their accountPrompt: Who is telling the story, and when (present or looking back)?
Watch out for
- Answering from memory or opinion instead of evidence in the text.
- Copying a long quote without explaining what it shows.
Support and stretch
Support
- Review first: First, second or third person narrators.
- Use concrete materials: a short text or extract (one copy each).
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Drama terms: soliloquy, aside, foil, hamartia, catharsis…; Narrative techniques: unreliable narrator, in medias res, frame narrative….
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-10.
Free lesson plan from eurekami.com/lesson-plan-builder