The lesson identifies that the story is told through the journal entries of two different children and points out that the book marks the narrator by showing the child's name at the beginning of each chapter, which prompts students to recognize separate narrators. It tells students they can "compare how both characters view different events and what they learn from them," and includes a Character Development sheet for students to record descriptive words or phrases for each character across chapters. The Parent Plan skills list explicitly includes "Evaluate the author's use of various techniques, such as point of view, to influence readers' perspectives."

The lesson asks students to identify and empathize with the distinct voices of Sophie and Cody by reading journal entries and distinguishing who is telling the story. A parent-read example contrasts two passages with different tones and asks which is better and why, prompting discussion of voice. Question #1 asks students to consider why the author chose to have two narrators, and the Character Timeline and activities prompt students to record words and phrases that describe each narrator's voice.

Students complete an "Identifying Voice" activity in which they read quotes and decide which character (Sophie, Cody, or Brian) speaks them, and they write quotes and thoughts/actions the characters might say in a given scenario. The materials instruct students to identify personalities through thoughts and actions and to match voice-specific lines from the novel, and the Parent Plan lists skills such as analyzing word choice and determining the effect of literary devices on the reader.

The rubric's VOICES criteria ask students to show how they felt at different points, establish an identifiable tone, and reflect a personality behind the narrative, which directs students to create a narrator's voice. The Prewriting Narrative Organizer asks students to note 'How I felt' for each event and to write 'What I learned or How I changed,' prompting attention to the narrator's perspective and emotional stance. The lesson's introduction and first-draft guidance explicitly tell students to choose a tone, put the reader in the action, and 'show' feelings rather than just 'tell,' directing students to use voice-creating techniques. The editing checklist asks students to check for clarity of tone, precise descriptive details, and dialogue, reinforcing attention to elements that shape a narrator's point of view.

Students are asked to "write a sentence that reflects the voice of the three main characters" (Brian, Sophie, Cody), which requires them to identify and recreate distinct narrative voices. Students must choose a Character Quote and "explain why the quote is meaningful," prompting some consideration of a speaker's words and perspective. The test asks "What is a personal narrative?", which orients students to a first-person speaker and the idea of a narrated perspective.

The lesson lists the skill "Interpret text by explaining point of view" and prompts students to read the story and answer comprehension questions. Activity 3 directs students to "locate words and phrases that the author uses to describe Pompeii from Tito's (a blind boy) point of view" and to note how his observations change before and after the eruption. The discussion questions explicitly ask about Tito being blind and that the author reveals Pompeii from his point of view.

Students are given explicit definitions of narrator, first- and third-person point of view, omniscient and detached observers in the "Things to Know" section. Activity 2 asks students to identify the point of view of sentences and of previously read short stories (including labeling "Zlateh the Goat" as third person omniscient). Option 2 asks students to produce example sentences from each point of view and the Wrap Up/Parent Plan includes discussion prompts about why an author might choose third-person omniscient.

Students are asked to identify the narrator's point of view on the Plot Diagram graphic organizer (directions: note the narrator's point of view). The Parent Plan skills list includes "Explain different forms of third-person points of view in stories," signaling attention to point-of-view categories. The Parent Plan also tells parents that all stories have a first-person protagonist point of view except one that is third-person omniscient, giving students material to compare perspectives. A discussion prompt asks, "How did you identify the point of view of the narrator?" which prompts students to reflect on identification.

The Parent Plan skills list asks students to determine the importance of the author's word choice and focus, summarize the author's purpose and stance, distinguish fact and opinion, and explore bias or emotional factors. Activity 4 has students read two first-person primary sources (a schoolgirl's diary and a prisoner's journal) and the Parent Plan directs discussion of the perspective of both authors and identification of facts versus opinions. The closing Questions to Discuss explicitly ask, "How did the points of view of the diary and journal accounts differ?", prompting students to compare and explain narrator viewpoints.

The lesson explicitly tells students that the story is told from the first-person point of view of Say and asks them to consider how the story would differ from Pink's or an omniscient narrator's perspective. Activity 2 directs students to choose a short passage and rewrite it from Pink's or an omniscient narrator's point of view, focusing on what Pink would see and think or what an omniscient narrator would include. Activity 5 has students identify the perspective of writers of Civil War letters, asking them to describe the writers' viewpoints.

Students read Bull Run which is explicitly described as being told from a variety of different points of view (soldiers North and South, men and women, slaves and free people of color, a doctor, an artist). Students are asked to summarize the accounts they read and "explain the perspective of the character found in each account," and parent discussion prompts ask "Why do you think the author chose to tell the story from so many different perspectives?". Reading questions require students to infer characters' feelings and social positions (e.g., why Vernon was afraid to show emotion; why Gideon Adams faced challenges), linking character perspective to historical context.

Students read pages 21–40 of Bull Run and answer interpretive questions such as asking what the doctor meant by "Man is the deadliest of God's creatures," which requires considering a speaker's remark. The Parent Plan lists skills for students to "explore bias, apparent or hidden messages" and "identify and explore the underlying assumptions of the author/creator," and the discussion prompts ask students to explain changes in characters' attitudes (for example, Toby's attitude toward the war and Gideon's reaction to union soldiers). Activity 2 asks students to design a propaganda poster and to think about what type of poster would influence characters they have read about, which requires considering perspectives and influence on audience.

Students are asked to review characters' names, roles, and the different perspectives each one has and to find home states when new characters are introduced. Students answer comprehension questions that require identifying a character's perspective (for example, explaining how Shem Sugg's perspective on the war is unique and what Edmund Upwing's situation suggests). Students reread and discuss character lines (A.B. Tilbury's quote and Shem Sugg's description) and explain impressions such as irony or accuracy of a character's perception.

Students are asked to choose a character and write a fictional story from that character's point of view (Option 2), which requires them to adopt and produce a narrator/speaker perspective. Students are prompted to discuss why the author made the entries shorter during the battle section and to consider how short entries affect pacing and the writers' state, which invites thinking about author choices that shape perspective. Students also answer questions about how specific characters (e.g., Shem Suggs, Carlotta, Gideon Adams) feel during events, which engages them in identifying characters' viewpoints and emotional responses.

Students are asked to "see many different points of view" and to reflect on how their perspective of the Civil War changed, highlighting attention to multiple narrators' perspectives. In Activity 1 students reread Toby's accounts from specified pages and describe Toby's feelings before and after Bull Run, citing evidence to support their ideas. In Activity 2 students rehearse and present characters' accounts "in character," studying personality traits and mannerisms, and Activity 3 has students design a quilt representing the 16 diverse characters and their perspectives.

The Parent Plan lists the skill "Identify the speaker and recognize the difference between first-and third-person narration (for example, autobiography compared with biography). (LA)." The lesson includes a clear biography/autobiography explanation and asks students to summarize chapters and place events on a biography web, which requires recognizing that the text is a biographical (third-person) account. Students also answer comprehension questions about Einstein's experiences, which engage them in reading and recalling the narrator's conveyed events.

Students are asked to identify how the author expresses opinions about Einstein (e.g., Question 3 asks what the author believes drove Einstein and to provide evidence). Option 2 directs students to provide examples showing how the author fulfilled biography elements, including "one idea how the author feels about the person." The skills list includes "Identify language devices in biographies" and "Explain how authors create meaning through stylistic elements," which requires students to analyze author choices and provide text evidence.

Students are asked to produce an imagined letter from Einstein and a journal entry "from his point of view," with explicit directions to "use Einstein's voice." The project requires students to create multiple first-person artifacts (letter, journal entry) that require adopting a narrator/speaker perspective. The rubric and parent notes repeatedly prompt students to reflect Einstein's voice and perspective in their writing.

A Wrapping Up discussion question asks, "Why do you think the author chooses only to use the words of the man in the yellow suit when she describes the conversation he had with the Fosters? Why does she not provide the Fosters with any dialogue?" Several comprehension questions ask students to describe character personalities and motives (e.g., the man in the yellow suit, the constable, and why Winnie wanted Miles to put the fish back), which requires students to interpret how characters are presented in the text.

The lesson asks students to "think about what it would be like to live in a community where he was the only one with knowledge of the past and the ability to see in color," prompting them to adopt Jonas's perspective. Students are instructed to "record on the timeline words or phrases that describe Jonas in today's chapters," which has them track how Jonas is portrayed across chapters. Discussion questions ask students to evaluate Jonas's beliefs (for example, whether the families' evening feelings are "real"), requiring them to articulate his viewpoint and reactions to events like Rosemary's release.

Students are asked to "consider the perspective of each one" when reading first‑hand accounts for the Great Depression Photo Journal, and the activity materials include multiple first‑person diaries and a child's letter that present speakers' viewpoints. QUESTION #5 asks students to compare the purpose and viewpoint of an informational book with that of the novel, prompting students to think about differences in viewpoint between genres. The Cultural Commentator role requires students to record cultural details from chapters, which directs attention to how the text presents characters' perspectives and cultural context.

The Parent Plan lists a skill to "Recognize dialect and conversational voice and explain how authors use dialect to convey character," which asks students to consider voice. The Parent Plan also prompts students to "Examine reasons for a character's actions, taking into account the situation and basic motivation of the character," which has students consider a character's perspective and motivations. Student activities ask learners to take on roles (Illustrator) and to explain elements of a shrine they create, prompting expressive perspective-taking tied to characters' cultural experience.

The Skills section directs students to "Analyze the effects of author's craft" and to "Evaluate the author's use of various techniques to influence the reader's perspective," which asks students to consider how authors shape reader responses. Question 2 asks students to explain how the author uses personification in "Dinosaur Bone," and Question 3 asks students to identify irony in "206," both prompting analysis of authorial choices. Parent discussion prompts ask students how their perspective on prehistoric life has changed after reading the poems.

Students are prompted to analyze poetic devices (metaphor, simile, personification, imagery, alliteration) and to identify words/phrases that create images, which requires attention to authorial choices. Students are asked to determine the tone of a poem and cite words/phrases the author uses to convey that tone. Students interpret specific lines (e.g., the D.H. Lawrence line) to explain authorial meaning, demonstrating practice in explaining how language conveys perspective.

Students are asked to reread "Song of Myself" and answer "What are the poet's observations? What are his feelings?", which requires identifying the speaker's perspective. The lesson directs students to record words and phrases the author uses to appeal to emotions (Question #4), prompting analysis of language that conveys the speaker's attitude. The Skills section and lyric-poem activity ask students to explain how authors create meaning through stylistic elements and to use figurative language and imagery, which connects language features to the speaker's expression.

Students are prompted to consider how Cusi's life and experiences differ from other children and to characterize Cusi, which directs them to think about the character's perspective. Questions ask students to explain why Cusi is fascinated and to reread Chuto's description of the truck, asking how Chuto characterizes it, drawing attention to how characters express viewpoint. The Personification activity asks students to describe animals and objects using human traits and to identify words and phrases that personify them, which practices interpreting how characters perceive the world.

Students read Chapters 13 and 14 and answer a comprehension question that asks them to explain why Cusi felt "more alone than he had ever felt before," requiring them to infer Cusi's feelings and perspective from the text. A parent-discussion question asks students to explain the meaning of the old Indian's metaphor about "rivers of Cuzco" lying hidden beneath the cobblestones, which asks students to interpret a speaker's attitude about culture. Option 2 asks students to write a poem focused on the Spanish conquest and its effects, prompting students to adopt and express a particular viewpoint and to use figurative language to convey perspective.