The idea of point of view at different moments in a text is introduced, and students' understanding of characters and story events is reviewed and expanded upon in this lesson. At the end of the lesson, students are able to: 
- Examine the events and characters.
- Determine the narrative's narrator at each stage of the text.
- Elucidate the narrative's point of view.

- How can literary and informational texts make sense to strategically minded readers?

- Characters: The people or animals in a story.
- Narrator: A storyteller.
- Point of View: The way in which a character or narrator in a story describes the events.

- Lester L. Laminack. (2011). Three Hens and a Peacock. Scholastic Inc.
Alternative literary texts: 
- Chris Van Allsburg. (1998). Two Bad Ants. HMH Books for Young Readers.
- Margie Palatini. (2004). Sweet Tooth. Simon & Schuster Books for Young Readers.
- Melanie Watt. (2009). Chester. Kids Can Press.
- Anthony Browne. (2001). Voices in the Park. DK Publishing.
Teachers may substitute other books to provide a range of reading and level of text complexity.
- Literary texts at students’ independent reading levels for use in small-group activities
- Point of View Graphic Organizer (L-1-4-2_Point of View Graphic Organizer)

This lesson aims to introduce a point of view and assist students in determining the narrative's narrator in various textual passages. Evaluate each student's ability to recognize who is telling the story and why it matters by using observation and anecdotal notes.
To find out whether students have mastered the ideas covered in this lesson, use the checklist that follows:
- Students are able to identify the characters or narrators of a story.
- Students are able to recognize the storyteller at various points in a text.
- Students are able to explain how knowing who is narrating a narrative helps them comprehend the text and characters.

Explicit instruction, modeling, scaffolding, and active engagement
W: Go over the plot and characters in a story. Demonstrate how to determine the storyteller's identity at various times in a text. 
H: Take the class through a role-playing exercise that illustrates the various perspectives that individuals have on the same incident. 
E: During a teacher read-aloud, provide students the chance to identify who is narrating a story at a particular moment in a text. Assign students to small groups to record their thoughts on a new text using a graphic organizer. 
R: Encourage pupils to share their opinions with classmates and cite relevant passages from the literature to back up their arguments. 
E: Keep an eye on students while they work in small groups to see if they grasp the material, and reteach if needed. 
T: Assist students in fostering cooperative learning by assigning them to work in small groups or pairs. Assist students individually through conferences when needed, and assign books based on their level of independence in reading. 
O: Assist students with learning and applying the idea of determining who is telling a tale at a specific moment in the text, assign them to work in small groups, as a complete group, and with partners. 

Topic: In a text, how can we know who is narrating the story at different points? In what ways does knowing the point of view improve our comprehension of the narrative?

Describe a situation that you and your child are familiar with, such as a parent and child talking about why the youngster didn't finish dinner. Ask, “What are some things the child might say?”. (The taste was unpleasant. I was stuffed. I desired to distribute it to someone.) What are some possible remarks from the parent? (You consumed cookies before dinner. You couldn't wait to resume watching TV or playing games.)

Assume volunteers will act out the parent-child conversation. Next, state, "The youngster and parent were discussing why the child did not complete dinner. Why did they discuss it in such different ways?" (They disagreed on the reason why the dinner was not consumed.)

Say, "In this role-play, the parent shared their perspective on the reason why the child did not complete dinner. Afterward, the young person expressed their perspective. Both the parent and the child mentioned having dinner, but they each gave a different account of what happened. The storyteller's point of view determines the narrative."

Part 1

Review the components of a literary text, which include the events (the things that happen in a story) and characters (the people or animals in a story).

Say, "The characters will occasionally tell a story. Throughout the text, different characters may narrate the story at various times. Sometimes, a narrator tells a story. Rather than being a part of the tale, a narrator is a storyteller. Let's identify the storyteller by reading the narrative aloud. Next, we will discuss the significance of understanding who is narrating a story."

Present Lester L. Laminack's Three Hens and a Peacock, with illustrations by Henry Cole. Say, "I want you to consider who is telling the story as I read it to you. I'll pause reading the narrative at certain intervals to allow us to consider and talk about the storyteller."

After reading pages 1–4, pause and discuss aloud who is narrating the tale. Say, "This portion of the story is being told by a narrator. Because someone who isn't in the story describes the events. What makes you think that knowing that a narrator is telling this particular portion of the story is important?" After taking into consideration the opinions of the students, state, "The narrator sees and knows much of what is going on with all of the characters in the story." In this text, the narrator explains to the reader the setting and the circumstances that precede the story.
Go over pages 5–8. Query: "Who is narrating the story?" (the narrator) "What further details do we get about the characters from the narrator?" (On the farm, the peacock finds a way to be helpful. An increasing number of people are stopping to watch the peacock and purchase goods from the farmer since he is standing by the road.)
Turn to pages 9–10. Query: "Who is narrating the story now?" (the hens) "How do you know?" (The phrases in the text begin with "we," and it states that the chickens were squawking. The hens are heard conversing in the photographs.) Why is it crucial that the reader understand that the chickens are currently narrating the story?" (The reader must understand the chickens' grievances. The hens believe the peacock is idle, noisy, and unproductive. The narrative advances thanks to the hens' point of view.)"
Utilizing the voices of other characters, read pages 11–12 to reaffirm your point of view. Pose a question: "Who is speaking here?" Ask pupils to name the words used by the dog, hens, peacock, and narrator. Declare, "We learn a lot about the characters from this section of the story." Help pupils understand the emotions of the characters and back up their interpretations with textual and visual evidence. (The peacock believes he is useless, which makes him unhappy. The peacock is attracting a lot of attention, which enrages the hens. The dog tries to work out a solution by having the hens and the peacock trade roles.)
Read pages 13–14 and talk about how the narrative and images convey the characters' perspectives. Students could enjoy acting out this section of the narrative.
Turn pages 15–20 over. As the story progresses, make sure the children understand that the narrator is telling this portion of the story.
Go through pages 21–22. Query: "Who is narrating the story now?" (the Tuckers) "Why is this significant to the narrative?". (The reader is made aware of the peacock's significance to the farm and the Tuckers' business from their point of view.)
Read the rest of the text. At different times, pause the story to ask the children to identify the storyteller and to support their responses with examples.

Raise a question: "Who tells the story of the peacock and the three hens?" (the narrator, the Tuckers, a dog, three hens, and a peacock)

Assign students to pairs and have them debate why readers need to know who is narrating the story at various junctures in the text. Circumambulate the space and assess comprehension of the idea through listening. After that, ask the students to present their solutions. Encourage pupils to conclude that knowing the identity of the storyteller at certain textual points aids in the reader's comprehension of the narrative.

Part 2

Show the Point of View Graphic Organizer (L-1-4-2_Point of View Graphic Organizer) on an overhead projector. When demonstrating how to complete the graphic organizer, use Three Hens and a Peacock or another text of your choice.

Say, "Let's identify who is telling the story at each of the three locations in the text." Show how to do this. Place the page numbers in the first column. Put the name of the storyteller in the second column. Engage pupils in explaining how they learned to reinforce understanding. Explain in the third column how knowing the story's narrator enhances the reader's comprehension of the narrative.

Read another story from the materials list or a book of your choice to get more practice. Students should complete the Point of View Graphic Organizer steps again in small groups.

Watch the pupils' progress in groups and make sure everyone is understanding as they work. Offer assistance when required.

Extension:

Use a well-known passage to help students who require more practice identifying the storyteller. A pupil should be asked to recite passages in the text in the voice of the characters who are narrating the stories at different times. Explain the character's choice of voice. Encourage students to bolster their responses with textual and visual cues. Ask a student to read passages from the book while the narrator tells the story. Talk about how the reader is aware that the narrator is narrating the narrative.
When they are prepared to go beyond the requirements, students can pick a well-known narrative and rewrite it from a fresh perspective. As an alternative, students may collaborate in small groups to make a readers' theater in which they would read dialogue from a well-known story while adopting the voices of various characters.