You will learn
- Choose first or third person.
- Keep the voice consistent.
- Show personality in the voice.
- Match voice to purpose.
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
- Decide who tells the story.
- Use matching pronouns.
- Add voice with word choice.
- Keep it consistent.
Words to know
the personality of the person telling the story
telling the story as I
telling the story as he, she or they
staying the same throughout
1. Discover: Two voices
First person: I could not believe my eyes. There, under the baobab, sat my lost kite, wrapped in vines and looking very pleased with itself.
Third person: Lola could not believe her eyes. There, under the baobab, sat her lost kite, wrapped in vines and looking very pleased with itself.
Think: What changes between the two versions?
2. Understand: Who is telling?
Idea 1: Choose
In first person the narrator says I. In third person the narrator says she or Lola.
Idea 2: Consistent
Stay consistent: do not switch from I to she in the same story.
Idea 3: Voice
Narrative voice is personality: humour, wonder or calm, shown through word choice. Humour in looking very pleased with itself gives the narrator a voice.
3. Worked examples
Example 1 (I show you): First
Which version is first person?
- I.
Answer: the first version
Example 2 (We do it together): Voice
Which phrase shows humour?
- Personality.
Answer: looking very pleased with itself
Example 3 (You try): Consistent
Why not switch from I to she?
Show the steps and answer
- Confusing.
Answer: it confuses readers about who is telling
Did you know?
Many bestselling stories are told in first person because it feels close and personal.
Why this matters
A clear voice makes your writing memorable.
4. Explore: Find your voice
Write in two voices.
- Choose a scene.
- Write it in first person.
- Rewrite in third person.
- Decide which suits it better.
Think about it: what did you notice?
You can control narrative voice.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I ___.
- She ___.
- The narrator sounds ___.
- I chose this voice because ___.
Guided practice
Question 1. The personality of the person telling the story is the narrative ___.
voice
Question 2. Telling the story as I is ___ person.
first
Question 3. Telling as she or they is ___ person.
third
Independent practice
Level 1: Start
- The personality of the person telling the story is the narrative ___.
- Telling the story as I is ___ person.
- Telling as she or they is ___ person.
- Staying the same throughout is being ___.
- The kite sat under the ___.
Level 2: Grow
- What was the kite wrapped in?
- How did the kite look?
- Which pronoun shows first person?
Level 3: Stretch
- Should you switch from I to she?
- Can voice show humour?
- Does third person use she or he?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a scene in first person and rewrite in third person.
Show a sample answer
two scenes
Another one. Write a paragraph in first person with a clear voice.
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 choose first or third person.
- I can keep the voice consistent.
- I can show personality in the voice.
- I can match voice to purpose.
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
- Decide who tells the story.
- Use matching pronouns.
- Add voice with word choice.
- Keep it consistent.
11. Next lesson
Next lesson: Revising narratives. 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 narrative voice? [1 mark]
- Which pronouns show first person? [1 mark]
- Which pronouns show third person? [1 mark]
- Why stay consistent? [1 mark]
- Explain how to choose and keep a voice. [3 marks]
Total: 7 marks.
Marking guide and model answers
- the personality of the narrator [1]
- I/we [1]
- he/she/they [1]
- so readers are not confused [1]
- decide who tells the story [1]; use matching pronouns throughout [1]; show personality in word choice [1]
Score guide: 6 to 7 = secure. 5 to 5 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- The personality of the person telling the story is the narrative ___.
- Telling the story as I is ___ person.
- Telling as she or they is ___ person.
- Staying the same throughout is being ___.
- The kite sat under the ___.
- What was the kite wrapped in?
- How did the kite look?
- Which pronoun shows first person?
- Should you switch from I to she?
- Can voice show humour?
Homework
Write a paragraph in first person with a clear voice.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. The personality of the person telling the story is the narrative ___. | voice | 1 |
| 2. Telling the story as I is ___ person. | first | 1 |
| 3. Telling as she or they is ___ person. | third | 1 |
| 4. Staying the same throughout is being ___. | consistent | 1 |
| 5. The kite sat under the ___. | baobab | 1 |
| 6. What was the kite wrapped in? | vines | 1 |
| 7. How did the kite look? | very pleased with itself | 1 |
| 8. Which pronoun shows first person? | I | 1 |
| 9. Should you switch from I to she? | no | 1 |
| 10. Can voice show humour? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 voice; 2 first; 3 third; 4 consistent; 5 baobab. Level 2: 1 vines; 2 very pleased with itself; 3 I. Level 3: 1 no; 2 yes; 3 yes.
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 Choose first or 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 |
| O2 Keep the voice consistent | 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 Show personality in the voice | 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 Match voice to purpose | 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: choose first or third person; keep the voice consistent; show personality in the voice; match voice to purpose.
Prerequisite knowledge. Paragraph transitions.
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 7-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 » Writing; Grade 4 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.4.3 and RL.4.6; Cambridge Primary English Stage 4 (voice and viewpoint). These sources informed the lesson.