You will learn
- Identify the narrator.
- Tell first from third person.
- Explain what each shows.
- Compare two points of view.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Look at the pronouns.
- Ask who is telling.
- Say what the narrator knows.
- Compare with another narrator.
Words to know
who is telling the story and how much they know
the voice that tells the story
narration using I and we
narration using he, she and they
1. Discover: The lost ball
First person (Ada): I kicked the ball too hard. It flew over the fence and I felt my cheeks burn. I was sure everyone was laughing at me.
Third person: Ada kicked the ball too hard and it flew over the fence. Her friends were not laughing at all. Kofi was already running to fetch it.
Think: What does the third-person narrator know that Ada does not?
2. Understand: Who is telling the story?
Idea 1: Narrator
The narrator is the voice telling the story. The point of view is who tells it and what they know.
Idea 2: First person
First person uses I and we. We learn only what the narrator thinks and feels: Ada’s embarrassment.
Idea 3: Third person
Third person uses he, she, they. The narrator stands outside and may know more: that Ada’s friends were not laughing.
3. Worked examples
Example 1 (I show you): First
Which version is first person?
- Look for I.
Answer: Ada’s version
Example 2 (We do it together): Third
Which pronoun shows third person?
- She, he, they.
Answer: she
Example 3 (You try): Knows
What does the third-person narrator know?
Show the steps and answer
- Compare.
Answer: her friends were not laughing and Kofi was fetching the ball
Did you know?
Some novels switch between several narrators so readers see one event from different views.
Why this matters
Point of view shapes what readers know and feel.
4. Explore: Switch the view
Rewrite a scene.
- Choose a short scene.
- Write it in first person.
- Rewrite it in third person.
- Explain how it changed.
Think about it: what did you notice?
You can change point of view.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The narrator is ___.
- This is ___ person because ___.
- The narrator knows ___.
- From another view, ___.
Guided practice
Question 1. Who tells the story and how much they know is the ___ of view.
point
Question 2. The voice that tells a story is the ___.
narrator
Question 3. Narration using I is ___ person.
first
Independent practice
Level 1: Start
- Who tells the story and how much they know is the ___ of view.
- The voice that tells a story is the ___.
- Narration using I is ___ person.
- Narration using he or she is ___ person.
- Ada kicked the ball over the ___.
Level 2: Grow
- How did Ada feel?
- Who ran to fetch the ball?
- Were her friends laughing?
Level 3: Stretch
- Does first person use I?
- Does third person use he or she?
- Does first person know everyone’s thoughts?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Rewrite a short scene from first person to third person.
Show a sample answer
two versions
Another one. Write a three-line scene in first person and again in third person.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can identify the narrator.
- I can tell first from third person.
- I can explain what each shows.
- I can compare two points of view.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Look at the pronouns.
- Ask who is telling.
- Say what the narrator knows.
- Compare with another narrator.
11. Next lesson
Next lesson: Figurative language. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is point of view? [1 mark]
- What are the pronouns of first person? [2 marks]
- What are the pronouns of third person? [2 marks]
- What does first-person Ada not know? [1 mark]
- Explain how point of view changes a story. [3 marks]
Total: 9 marks.
Marking guide and model answers
- who tells the story and what they know [1]
- I [1]; we [1]
- he/she [1]; they [1]
- that her friends were not laughing [1]
- the narrator decides who tells it [1]; first person limits knowledge to the narrator [1]; third person can show more characters [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Who tells the story and how much they know is the ___ of view.
- The voice that tells a story is the ___.
- Narration using I is ___ person.
- Narration using he or she is ___ person.
- Ada kicked the ball over the ___.
- How did Ada feel?
- Who ran to fetch the ball?
- Were her friends laughing?
- Does first person use I?
- Does third person use he or she?
Homework
Write a three-line scene in first person and again in third person.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Who tells the story and how much they know is the ___ of view. | point | 1 |
| 2. The voice that tells a story is the ___. | narrator | 1 |
| 3. Narration using I is ___ person. | first | 1 |
| 4. Narration using he or she is ___ person. | third | 1 |
| 5. Ada kicked the ball over the ___. | fence | 1 |
| 6. How did Ada feel? | embarrassed | 1 |
| 7. Who ran to fetch the ball? | Kofi | 1 |
| 8. Were her friends laughing? | no | 1 |
| 9. Does first person use I? | yes | 1 |
| 10. Does third person use he or she? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 point; 2 narrator; 3 first; 4 third; 5 fence. Level 2: 1 embarrassed; 2 Kofi; 3 no. Level 3: 1 yes; 2 yes; 3 no.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Identify the narrator | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Tell first from third person | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Explain what each shows | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Compare two points of view | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: identify the narrator; tell first from third person; explain what each shows; compare two points of view.
Prerequisite knowledge. Themes.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 4 » Reading: Foundational Skills; Grade 4 » Reading: Literature; Grade 4 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RL.4.6 (compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations); Cambridge Primary English Stage 4 (narrator). These sources informed the lesson.