A. Literacy Connections and Applications / C. Comprehension: Understanding and Responding to Texts · Understanding and Responding to TextsPoint of View, Perspectives and Bias
C1.6 C3.5 C3.8About 45 minutes
Learning goals- I can identify first-, second- and third-person narrators, including limited and all-knowing (omniscient) third person.
- I can describe the advantages and disadvantages of each point of view.
- I can identify explicit and implicit perspectives and explain how they are conveyed.
- I can find evidence of possible bias and explain how it could influence an audience.
- I can name the critical thinking skills I used.
Words to know
point of view
Who tells the story and how much they know.
third person limited
A narrator who uses he, she, they and shares the thoughts of only one character.
third person omniscient
An all-knowing narrator who uses he, she, they and can share the thoughts of many characters.
perspective
A person's way of seeing a topic, shaped by their experiences, beliefs and interests.
bias
Favouring one side unfairly, for example by leaving out facts or using loaded words.
loaded words
Words with strong connotations that push the reader's feelings.
Remember from Grade 4
In Grade 4 you identified first-, second- and third-person narrators and their advantages and disadvantages. You found explicit and implicit perspectives and looked for bias, such as loaded words and missing facts.
In Grade 5 you will split third person into limited and omniscient, and you will explain how bias could influence an audience, then name the critical thinking skills you used.
Hook: How much does the narrator know?
Read these two openings about the same moment:
A. Kai stared at the empty net. He was sure he'd miss. His hands were sweating inside his gloves.
B. Kai stared at the empty net, sure he'd miss. In the stands, his grandmother squeezed her scarf, praying he'd score. On the bench, the other team's coach was already thinking about the next game.
In A, we only know Kai's thoughts. In B, we know three people's thoughts. Both are third person, but the narrators know different amounts.
| Point of view | Clue words | Advantages | Disadvantages |
|---|
| First person | I, me, my, we | Close to the narrator's thoughts and feelings; feels personal | Only one view; the narrator might not be fair or might not know everything |
| Second person | you, your | Puts the reader in the story; exciting, like a game | Can feel strange in long stories |
| Third person limited | he, she, they; one character's thoughts | Close to one character, but the narrator can describe them from outside; good for suspense, since we only know what they know | We don't know what other characters think |
| Third person omniscient | he, she, they; many characters' thoughts | Shows the big picture and many feelings; readers know more than characters | Can feel less close to any one character; may give away surprises |
Worked exampleLet's identify the point of view
Nobody knew that Zara had hidden the key. Her brother searched the garage, muttering. Their mom wondered if she'd left it at work. Zara smiled to herself, knowing exactly where it was. What point of view is this? What is one advantage?
- Pronouns: Zara, her, their, she. It's third person.
- How many characters' thoughts? Mom wondered, Zara knowing exactly where it was, and nobody knew. The narrator knows what several characters think and know.
- That makes it third person omniscient.
- Advantage: readers know a secret the characters don't (Zara has the key), so it's fun to watch the others search. That's called dramatic irony.
Third person omniscient. Advantage: readers know more than the characters, which creates fun and tension.
Perspectives and bias
A perspective can be:
- Explicit: stated directly: The new field is the best choice.
- Implicit: shown through word choice, images, which facts are included, and whose voices are heard.
A text may show bias when it unfairly favours one side. Evidence of bias includes:
- Loaded words (strong connotations).
- Only one side's facts; important facts are left out.
- Only one kind of person quoted.
- Who made it: does the creator gain something (money, votes, popularity)?
- Numbers with no source (9 out of 10 kids agree!).
Text 1: Flyer from Greenline Turf Company
Say goodbye to MUDDY, BUMPY, BORING grass!
Our amazing artificial turf stays perfect all year. No mowing! No mud! Kids love it: 9 out of 10 students say turf is better! Order Greenline Turf for your school field today.
Text 2: Letter from a parent group
The school board is deciding whether to replace our grass field with artificial turf. Turf could mean less mud and fewer cancelled games after rain. However, turf costs a lot to install. On sunny summer days, turf can get much hotter than grass. Grass also gives a home to worms and insects, and it soaks up rainwater. We invite all families, students and teachers to share their views at the meeting on Tuesday.
Worked exampleLet's find evidence of bias and its effect on an audience
Compare Text 1 and Text 2. Which shows more evidence of bias? How could that bias influence an audience?
- Who made it? Text 1 is from a company that sells turf, so it gains money if schools buy it.
- Loaded words: MUDDY, BUMPY, BORING grass (negative) vs. amazing, perfect turf (positive).
- Facts left out: Text 1 never mentions cost, heat or environmental effects.
- Number with no source: 9 out of 10 students. Which students? Who asked them?
- Text 2 gives both sides (less mud and fewer cancelled games vs. cost, heat, habitat) and invites everyone to share views. It shows much less bias.
- Influence on an audience: a principal reading only Text 1 might buy turf without knowing the costs and problems. A student might believe everyone wants turf because of the made-up-sounding number.
Text 1 shows strong evidence of bias (seller, loaded words, missing facts, unsourced number). It could lead an audience to decide without all the facts. Text 2 is more balanced.
A biased text loads only one side of the scale and leaves the other side empty. A balanced text puts facts on both sides so readers can decide.Whose voice is missing?
Even a balanced text can miss perspectives. In the turf debate, have we heard from:
- Students who use wheelchairs? (Is turf or grass easier to roll on?)
- The grounds crew who care for the field?
- Neighbours who use the field on weekends?
Asking whose voice is missing is a powerful critical thinking skill.
Just for fun- First person: I ate the last muffin.
- Second person: You ate the last muffin.
- Third person omniscient: Everyone in the house knew exactly who ate the last muffin.
Critical thinking skills you used
Today you used these skills. Name them when you reflect!
- Comparing two texts on one topic
- Questioning the source: who made it and what do they gain?
- Detecting loaded words and missing facts
- Checking evidence: is the number sourced?
- Considering other perspectives: whose voice is missing?
- Predicting effects: how could this text influence its audience?
Hands-on activityBoth sides of the story
You need: two ads, flyers or articles about the same product or issue (a grown-up can help find them; store flyers work well), highlighters or coloured pencils, and paper.
- Highlight loaded words in one colour and facts in another.
- Write who made each text and what they might gain.
- List facts left out and voices missing.
- Write 2 sentences: If someone read only this text, they might... because...
- Retell a family event from first person, then third person limited, then third person omniscient. Which version was most interesting? Why?
- Name two critical thinking skills you used.
Your turn
1What is the difference between third person limited and omniscient?
Limited: shares the thoughts of one character. Omniscient: shares the thoughts of many characters.
2Is opening A in the hook limited or omniscient? Why?
Third person limited: we only know Kai's thoughts.
3Find two loaded words in Text 1.
Any two: MUDDY, BUMPY, BORING, amazing, perfect.
4What facts did Text 1 leave out?
Cost, how hot turf can get, and effects on worms, insects and rainwater.
5Why should a reader question 9 out of 10 students say turf is better?
There's no source: we don't know which students, how many, or who asked. The company may have chosen the number to persuade.
6How could Text 1 influence a principal who read only it?
The principal might buy turf without knowing the cost and drawbacks, deciding without all the facts.
7Name a voice missing from both texts.
Examples: students who use wheelchairs, the grounds crew, neighbours who use the field.
More practice: warm-up
1Which pronouns show first person?
2Which pronoun shows second person?
Unfairly favouring one side.
4Is The best, most fantastic bikes in Canada! explicit or implicit perspective?
Explicit: the opinion is stated directly.
5What does omniscient mean?
More practice: on your own
1Give one advantage and one disadvantage of a first-person narrator.
Advantage: you feel close to the narrator's thoughts and feelings. Disadvantage: you only see one view, and the narrator might not be fair.
2How does Text 2 show an implicit perspective that it values fairness?
It gives both sides and invites everyone (families, students, teachers) to share views.
3Why might a mystery writer choose third person limited instead of omniscient?
Readers know only what the detective knows, so the solution stays a surprise. An omniscient narrator might reveal the culprit's thoughts.
4Rewrite this sentence to remove loaded words: The greedy town council wants to waste money on a silly new sign.
Example: The town council plans to spend money on a new sign.
5Name two critical thinking skills you used to compare Text 1 and Text 2.
Any two: comparing texts, questioning the source, detecting loaded words, noticing missing facts, checking evidence, considering missing perspectives.
Challenge
1Rewrite Text 1's first two sentences so they are fair and balanced.
Example: Artificial turf can reduce mud and stay green all year, so fewer games are cancelled. It also costs more to install and can get hot in summer.
2Write two sentences about a snow day in third person omniscient, showing the thoughts of two characters.
Example: Aiden cheered when he heard about the snow day, already planning a fort. His dad sighed, wondering how he'd get any work done at home.
3A video ad for a new game shows only kids laughing and says Everyone's playing it! Explain the possible bias and how it could influence a young audience.
Bias: it's made by the seller, uses a bandwagon claim with no evidence, and shows only happy moments (no cost, no age rating). Influence: kids may feel left out and pressure parents to buy it without knowing price, age rating or what the game is really like.
Quiz
1. Ben wondered where his dog was. Across town, the dog wondered where Ben was. This narrator is...
2. I couldn't believe my eyes. What point of view?
3. Which is the clearest evidence of bias?
4. A flyer about turf is made by a company that sells turf. Why does that matter?
5. How can bias influence an audience?
7. Asking Whose voice is missing? is an example of...
What this lesson teaches: Grade 5 students identify the narrator's point of view (first, second, third) and describe advantages and disadvantages (C1.6). They identify explicit and implicit perspectives, explain how they are conveyed, find evidence of possible bias, and suggest how bias could influence an audience (C3.5). They name the critical thinking skills they used (C3.8).
How to help at home:
- With flyers and ads, ask: "Who made this? What do they want? What's left out?"
- When your child reads, ask: "Whose thoughts do we know? Just one character's, or many?"
- Model fair talk about family decisions by listing both sides.
Common difficulties:
- Limited vs. omniscient. Count whose thoughts are shared.
- Thinking any opinion is bias. An opinion with balanced facts is fair; bias unfairly favours one side.
About the texts: The turf flyer, company name and parent letter were invented for this lesson. Artificial turf can get much hotter than natural grass in direct sun; claims in Text 1 are presented as examples of bias, not facts.