The lesson lists the skill "Determine the point of view of a story," directing students to attend to narrator perspective. The introduction tells students that a story is an eyewitness account and identifies Amos as the character who claims to be an eyewitness to Ben Franklin's life. Question #1 asks why Amos decided to write his account, prompting students to consider the narrator's role and motives.

Activity 3 requires the student to write a paragraph in first person, explicitly instructing that it be written using the word "I." The lesson also asks students to verbally summarize chapters and lists skills such as "Retell a spoken message by summarizing" and "Respond to stories...," which give students practice producing and recounting narrative content.

The lesson asks students to write a first-person account of their kite-flying experience (Activity 3), giving them direct practice producing first-person narration. The Skills section includes "Write to record ideas and reflections," and journal questions require written responses about Chapters 7 and 8, which gives additional opportunities to write from a narrative perspective.

Students are instructed to write Amos's first-person account and to give Amos's feelings and opinions about the event. In Part 1 students list five ideas, thoughts, opinions, and feelings Amos would have had, and the rubric explicitly checks for inclusion of factual information and ideas and feelings "from Amos's point of view." The rough-draft directions require the account to be written in the first person and to describe events and outcomes from Amos's perspective.

Students are asked to write a new verse for "Yankee Doodle" that is specifically to be written "from Amos's account," which requires adopting a narrator's voice and perspective. In the "Ben and Amos Bags" activity, students record traits and place items that represent each character according to what they have learned from Amos's account, which directs attention to how Amos presents other characters. The skills list prompts students to respond to text by making inferences and to identify similarities and differences among characters, supporting analysis of how a narrator portrays characters.

Students are asked to "write a journal entry as one of the characters that was lost and searching for a way out" and then to "write a journal entry as that same character after making his return to Narnia the second time," which requires adopting a character's perspective. Students are prompted to "write six text messages that could be exchanged between the main character and another character" and to "pretend that you are Edmund," which ask students to produce writing from a specific narrator's voice. The skills list includes "produce work that follows the conventions of particular genres," implying practice with narrative voice and perspective.

The Skills section explicitly tells students to "Consider main character's point of view." Activity 1 asks students to identify quotes from Sophie and the BFG, which requires attending to different characters' spoken perspectives. Multiple prompts (e.g., describing how the BFG captures dreams and interpreting the BFG's language) require students to explain and rephrase a character's viewpoint or voice.

Question #1 asks students to explain how the narrator describes Botswana in Chapter 1, requiring students to attend to the narrator's descriptions. The Reading and Questions section has students read chapters and answer comprehension questions that reference the narrator's perspective on setting and events, which directs student attention to narrative voice in this single story.

Activity 4 asks students to determine the point of view of The Mystery of Meerkat Hill and explicitly helps them see that the book is written in third person where a narrator tells the story about Precious. Activity 4 directs students to skim Chapter 3 to find examples of authorial intrusion (specific quoted locations are given) and to discuss why an author might use that device. The Facts and Definitions section defines authorial intrusion, providing vocabulary for students to identify narrator behavior.

The lesson's skills list explicitly tells students to "consider a character's point of view," and Activity 1 has students cite character descriptions, quotations, and actions for Precious and Sadako. Activity 3 Option 2 asks students to write an eight-sentence letter written from first-person point of view, giving them practice composing in first person. Students also explain three or four important events in each story, which could surface perspectives tied to characters.

The lesson defines point of view and explicitly contrasts first- and third-person narration, including that third-person narrators may know characters' thoughts. Students are asked to identify the point of view of each of the three stories (and are told all three are third person) and to label the point of view in The Snow Queen. Students read a first-person paragraph and identify its narration, discuss how first- and third-person stories are told differently, and rewrite selected events from a story into first person (writing an 8–10 sentence first-person retelling) and explain the difference the new point of view makes.

The lesson explicitly asks students to choose between first- and third-person narration ("Would you like to tell your story in first or third person? Why?") and instructs students to decide which character will tell the story if writing in first person (Part 2). The skills list includes establishing a narrator ("introducing a narrator and/or characters"), and planning pages ask students to orient the reader by introducing setting and characters, which involves selecting a narrator for their own story.

Students are asked to discuss that the author tells the story through Pedro's journal entries and to identify three events Pedro writes about and three places where Pedro records his feelings, which directs attention to a first-person narrator. The lesson discusses that Pedro's journal includes his thoughts and feelings that he would not say aloud and asks students to write their own journal entries using first-person reflections. The wrap-up asks students to discuss the difference between writing in a journal and writing a letter or report, prompting consideration of voice and purpose in personal writing.

Students read Pedro's journal entries for November and answer multiple comprehension questions about his feelings and reactions (e.g., "How did Pedro feel..." and "Why did Pedro wish they were still sailing?"). The Skills section lists "Analyze characters, including their traits, feelings, relationships, and changes," and Activity 2 asks students to list disadvantages "from Pedro's perspective." The Guided questions and the "Surviving Life at Sea, Surviving Life on Land" organizer require students to adopt and describe Pedro's viewpoint.

The Skills section tells students to "Respond to fiction using evaluative processes by considering the main character's point of view," which asks students to think about a character's perspective. The journal questions ask students to judge Pedro's feelings (e.g., "Was Pedro enjoying the voyage? Why or why not?") which requires interpreting a character's viewpoint. Activity 3 has students pretend to be Pedro and write a firsthand report from his perspective, prompting students to produce narrative from a first-person point of view.