Students create a two-column chart listing each poem title and labeling its point of view as first, second, or third person, directly practicing identification of narrator/speaker perspective. Students answer a reflective question asking whether the use of second person in a poem makes it more effective and to explain why, prompting consideration of how a speaker choice affects reader response. The lesson also defines first, second, and third person early on, giving students the terminology to identify speaker perspective.

The lesson explicitly states the novel is written in first person from Jack's perspective and that the book is his side of a conversation with his teacher. Students are asked to infer Jack's age and explain why, and to answer why Jack does not want his poems read aloud or displayed, which requires using the narrator's perspective. The student activity for "The Pasture" asks students to identify whether the poem is written in first, second, or third person.

Students are asked to "see if you notice a change in Jack's tone" as they read, prompting attention to the speaker's attitude. A wrapping-up question asks whether "Jack's attitude toward poetry [is] changing" and asks students to cite how they know, which requires citing evidence of the speaker's stance. The lesson asks whether Jack's poems are narrative ("Yes, because they tell a story") and asks students to note how words create images and affect reader emotions.

Students are asked to "briefly discuss some differences between Nadia's voice and Noah's voice" and to write three interesting things they notice or learn about Nadia once they hear her story written in her voice (Activity 2). The lesson prompts students to compare perspectives by asking, "Do you see Nadia's father differently in her story than you saw him in Noah's story? In what way?" The Parent Plan lists analyzing characters' points of view and asks students to review recognizable characteristics of Nadia's voice and the events included in her storyline.

The lesson explicitly states students will hear Ethan's story "from his point of view" and assigns Chapter 3 and "Ethan Explains the B & B Inn" for reading. Comprehension questions ask students to interpret Ethan's descriptions (e.g., "How did Ethan describe his brother, Luke?" and interpreting the "mental mileage" line). Discussion prompts ask students to infer Ethan's feelings (e.g., "Did Ethan like Nadia? How do you know?"), which requires attending to his perspective.

The Parent Plan Skills list explicitly includes "Describe how the author's perspective or point of view affects the text," showing an intended focus on point of view. Students read multiple folktales and answer inferential questions (for example, why Star Maiden left or why Bess acted as she did), which engages them in explaining characters' motivations and events.

The Parent Plan lists as a skill: "Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements," and students are instructed to plan and write their own folktale (prewriting, draft, revise, final). Students also must develop character, setting, and plot and produce a multi-paragraph narrative, which requires choosing how to present events in their writing.

Students practice interpreting a speaker's voice in Activity 3 "Timothy's Voice," where they translate Timothy's dialect into standard English. Students record sentences describing Phillip's and Timothy's feelings, thoughts, and actions across chapters in the "Phillip and Timothy" graphic organizers. Discussion prompts ask students to consider why Phillip found Timothy's face terrifying and why Phillip acts condescending, which requires considering characters' perspectives.

Students read Chapters 5 and 6 of The Cay and answer comprehension questions that require interpreting how characters convey events. For example, Question #2 asks students to explain Phillip's line, "His [Timothy's] eyes were becoming mine," and students must state that Phillip depended on Timothy to describe everything to him. The parent discussion prompts ask students to consider Timothy's statements and reactions (e.g., whether he really believes they will be found and why he tells Phillip that), which encourages thinking about a speaker's perspective influencing what is said.

Students read Chapters 11 and 12 of The Cay and answer questions that probe character beliefs and relationships (e.g., Q2 asks how Timothy needs Phillip and notes Timothy's beliefs come from his cultural background). Activity 3 asks students to list ways Timothy has helped Phillip and vice versa and to discuss cultural differences and how the relationship is changing. Parent/Discussion prompts ask about how Phillip is learning to function as blind and how the relationship is changing, which touches on different perspectives between characters.

Students are asked to write two journal entries 'pretend that you are Phillip' and to describe the island only using touch, sounds, smells, and tastes, explicitly forbidding sight words. Students must also write a journal entry describing Timothy 'from Phillip's perspective' using only what Phillip hears and sees through nonvisual senses. The Parent Plan lists as a skill: 'Respond to literature considering situations and problems from different points of view,' which directs students to adopt and work within another character's viewpoint.

Students are asked to pretend they are Phillip as an adult and to write an inscription and a eulogy in his voice, which requires adopting the narrator/speaker's perspective. The project rubric requires that students reference how they and Timothy depended on each other and describe what they learned, and the Parent Plan lists skills including identifying and interpreting elements of fiction and listening to interpret a speaker's purpose or intent. Students also must present the eulogy aloud, practicing oral delivery from the chosen point of view.

Students read Chapters 1–2 and answer comprehension questions that ask about Dina's thoughts and beliefs (e.g., "What does Dina think about people who live in America?" and "Do you think her assumptions about Americans are right?"), prompting them to identify a character's perspective. Students explain motivations and interpretations of events (for example, why the soldier thought Dina was a French spy), which requires them to consider how a character's viewpoint shapes understanding of actions. Students discuss Dina's assumptions (that Americans live in luxury) and are asked to justify whether those assumptions are correct, engaging them in thinking about how Dina's perspective colors descriptions of people and places.

Students are asked to report Dina's feelings and impressions (Question #1 asks how Dina feels about leaving; Question #6 asks for Dina's impressions of New York). Question #4 asks students to recount how Dina describes her journey across the ocean, requiring students to restate a character's description of events. Activity 3 asks students to record details they learn about the time period and lives of immigrants, which requires noting information presented from the narrator/characters' perspective.

The lesson highlights an authorial example contrasting a flat report "Dina was afraid the men would take Barbara and Maria away." with a first-person sensory line: "I felt fear in my mouth and my throat..." which models how voice conveys feeling. Activity 3 asks students to write a short journal entry about a time they felt fear, prompting them to use first-person perspective and sensory detail. Activity 2 (Finding the Right Words) requires students to craft vivid moment-focused descriptions, reinforcing how word choice and voice shape readers' impressions.

Students are asked in Activity 3 Option 2 to "Answer the questions about the events in Dina's life from her point of view," and the student activity page explicitly directs: "Pretend it is fifteen years later in Dina's life. Answer the questions about the events in Dina's life from her point of view." The "if...then" prompts ask students to imagine alternate outcomes for Dina (e.g., "If I hadn't made the dresses for Mrs. Koch, then _______________."), which requires taking Dina's perspective when describing consequences. Several comprehension questions (e.g., why Dina found it hard to talk to Johann) require students to explain events in terms of Dina's feelings and motives.

The Parent Plan lists the skill "Recognize how the author's perspective or point of view affects the text," and students are asked to research Jean Craighead George and describe her personality, family, and work. Activities prompt students to explain how the author's love of nature "shines through in her writing," and the wrapping up asks students to note how the author's passion influenced her writing. Discussion questions ask how authors' passions influence their writing, which invites consideration of perspective.

The Parent Plan lists as a skill that students should "Select a focus, organizational structure, and point of view based upon purpose, audience, and format requirements," and Activity 1 instructs students to "pretend you are a newspaper reporter" and to include direct quotes and descriptions. The Paragraph Organizer pages guide students to write the lead (who, what, when, where) and to develop paragraphs that explore how and why, which requires writing from the reporter's point of view. The rubric asks whether the first paragraph provides basic information and whether quotations and effective descriptions are used, reinforcing use of a consistent reporting perspective.

Students read Kit's first-person personal narrative that describes her feelings at the Meeting House and answer questions such as "How does Kit feel at the Meeting House?" Students are asked to read the narrative aloud and focus on the words chosen to draw the reader in, and a parent-plan skill explicitly lists selecting a point of view and using sensory details in writing. Students also write their own personal narratives from a first-person perspective (Option 1 or 2).

The materials state that "Narrative essays are told from a defined point of view, usually the author's," and the Skills list includes "Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements." Students are given a first-person example ("Kit's Story") and are instructed to "reflect on how you felt" and to include personal insights and sensory details in their writing. Organizers and writing tasks require students to plan and produce a personal narrative from a defined narrator's perspective.

Students are asked in Activity 2 to write three statements in first person from Hugo's point of view describing life before and after his father's death, which has them adopt a narrator's perspective. Activity 3 asks students to select an illustration and write text that matches the same tone and voice as the author, and students are asked to consider whether their words could replace the picture. Parent/teacher prompts ask students to read aloud their first-person statements and discuss whether their writing used the same tone and voice of the author.

Students are asked to compare two versions of a Hans Christian Andersen tale using a "Two Versions" graphic organizer that prompts analysis of Characters, Setting, Events, Message/Moral, and Mood/Tone. Activity 2 directs students to listen to the original text and compare it to a different version or a movie, prompting comparison across media. The Parent Plan explicitly lists the skill "Use media to compare ideas and points of view."

Students finish reading the book and answer comprehension questions about events and characters (QUESTIONs #1-#4). The parent-plan and wrapping-up prompts ask students what the reader learns about how the story came to be told and explicitly note that Hugo (via an automaton) has written and illustrated the story, which requires students to identify the narrator/device. Activity 3 asks students to describe discoveries for each main character and how those discoveries changed their lives, engaging students with character perspective and narrative outcomes.

Students read Chapters 1 and 2 and answer a question about how California feels about living in California (Question #2), which requires identifying a character/narrator's feelings. Students are asked to read the Author's Note and are told that the author describes California's feelings in great detail, highlighting narrative description of emotions. Students write a 6-8 sentence journal entry pretending to be a pioneer, practicing writing from a first-person perspective and producing descriptions from a particular viewpoint.

Students are asked to "interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives" in the Skills list, which directs them to consider speaker perspective. Activity 4 has students listen to a political speech and record opinions, facts, promises, and flattery, prompting analysis of a speaker's persuasive stance. Activity 1 asks students to list reasons for and against the Civil War, requiring them to compare differing viewpoints, and the interview activities require students to summarize another person's answers, reinforcing perspective-taking.