Overview

Lesson Procedure

55-65 minutes of class time across 5 phases.

1. Warm-Up5-10 minutes
2. Direct Instruction15 minutes
3. Guided Practice15 minutes
4. Independent Practice15 minutes
5. Closure5-10 minutes

1. Warm-Up5-10 minutes

   Warm-Up Prompt

   "Two students write one sentence each about the new later start time at school. Student A: 'Finally, we get to sleep in!' Student B: 'Now practice ends after dark.' What does each student think about the change? Which words tell you?"

   Take answers. Students will see that A is glad ("Finally," the exclamation point) and B is not ("after dark" sounds like a problem), even though neither says "I like it" or "I don't." Tell students that authors of nonfiction also show what they think and why they are writing, sometimes directly and sometimes only through the words and details they choose. Today they will read a future president's advice to boys, written for a children's magazine in 1900.

2. Direct Instruction15 minutes

   Teach six terms and leave them on the board with Diagrams 1 and 2:

   • Point of view: in nonfiction, what the author thinks or feels about the subject, the author's opinion or attitude.
   • Purpose: the reason the author wrote the text, such as to inform, explain, persuade, entertain or share an experience. A text can have more than one.
   • Convey: to show or communicate. Authors convey a point of view through the words and details they choose.
   • Audience: the readers the author is writing for.
   • Word choice: the exact words an author picks. Many words carry a feeling beyond their meaning, called connotation: "stubborn" and "determined" mean almost the same thing, but one sounds like blame and the other like praise.
   • Direct statement: a sentence in which the author tells readers what he or she thinks, often with "I believe," "I think," "must" or "should."

   Introduce the writer. Theodore Roosevelt (1858-1919) was governor of New York when he wrote "The American Boy" for St. Nicholas, a monthly magazine for children and teenagers; the next year he became president of the United States. Like many writers of 1900, he writes only about boys. Passage 1 is the first paragraph of the essay and its last three paragraphs. Words to know: have a right to expect (can fairly hope for), weakling (a weak person), shirk (a person who avoids work or duty), prig (a person who acts better and more proper than everyone else), clean-minded and clean-lived (with good thoughts and good habits), hold his own (stand up for himself), against all comers (against anyone at all), straight and upright (honest), incalculable (too great to measure), objectionable (unpleasant, bad), count in any contest (make a difference in any competition), command over himself (self-control), evil passions (bad feelings such as anger or greed), decency (good, respectful behavior), hit the line (in football, run hard into the other team's players), foul (break the rules) and shirk (here, a verb: avoid your job). Read the passage aloud once for meaning.

   1Of course what we have a right to expect of the American boy is that he shall turn out to be a good American man. Now, the chances are strong that he won’t be much of a man unless he is a good deal of a boy. He must not be a coward or a weakling, a bully, a shirk, or a prig. He must work hard and play hard. He must be clean-minded and clean-lived, and able to hold his own under all circumstances and against all comers. It is only on these conditions that he will grow into the kind of American man of whom America can be really proud.

   [...]

   2Of course the effect that a thoroughly manly, thoroughly straight and upright boy can have upon the companions of his own age, and upon those who are younger, is incalculable. If he is not thoroughly manly, then they will not respect him, and his good qualities will count for but little; while, of course, if he is mean, cruel, or wicked, then his physical strength and force of mind merely make him so much the more objectionable a member of society. He can not do good work if he is not strong and does not try with his whole heart and soul to count in any contest; and his strength will be a curse to himself and to every one else if he does not have thorough command over himself and over his own evil passions, and if he does not use his strength on the side of decency, justice, and fair dealing.

   3In short, in life, as in a foot-ball game, the principle to follow is:

   4Hit the line hard; don’t foul and don’t shirk, but hit the line hard!

   • Point of view: a direct statement with "must"

     In paragraph 1, what is Roosevelt's point of view about how a boy should grow up, and how does he convey it?

     Result: His point of view is that a boy becomes a good man by being an active, brave, hard-working and honest boy. He conveys it with direct statements built on "must": "He must not be a coward or a weakling, a bully, a shirk, or a prig. He must work hard and play hard. He must be clean-minded and clean-lived." Repeating "must" three times in a row turns his opinion into a list of rules, so readers feel it as something required, not suggested.

   • Purpose: who is reading, and what the author wants

     What is Roosevelt's purpose in Passage 1? Which sentence shows it most clearly?

     Result: His purpose is to persuade young readers, the boys who read St. Nicholas, to live by his rules. The sentence "It is only on these conditions that he will grow into the kind of American man of whom America can be really proud" shows it: "only" makes the rules the one way to succeed, and "really proud" gives readers a reward to want. He is not reporting facts about boys; he is telling them what to become.

   • Word choice: praise words and blame words

     In the paragraph beginning "Of course the effect," which words show what Roosevelt admires and what he condemns?

     Result: Blame words describe a strong boy who uses his strength badly: "mean, cruel, or wicked," "objectionable," and "a curse to himself and to every one else." Praise words describe what strength is for: "decency, justice, and fair dealing." The contrast conveys a second part of his point of view: strength is good only when a boy has "thorough command over himself" and uses it for others.

   • The ending: a comparison and a motto

     The essay ends: "In short, in life, as in a foot-ball game, the principle to follow is: Hit the line hard; don't foul and don't shirk, but hit the line hard!" How does the ending convey his point of view and purpose?

     Result: "In short" signals that he is summing up the whole essay. He compares life to a football game, a comparison his young readers know well, and turns his advice into a motto of commands: play hard ("hit the line hard"), play fair ("don't foul") and do your part ("don't shirk"). The exclamation point and the repeated "hit the line hard" make it easy to remember, which fits a purpose of persuading readers to act.

   Name the clues. Show Diagram 1 and connect each worked example to a clue: direct statements and "must" (example 1), word choice (example 3), a comparison and the ending (example 4). Show Diagram 2 and ask which purpose fits Passage 1 best, and which clues in the "Clues in the text" column appear in it. Give students the frame: "The author's point of view is that ___. The author's purpose is to ___. I can tell because ___ (quotation), which shows ___."

3. Guided Practice15 minutes

   Read Passage 2 aloud. Words to know: neglect (fail to take care of), as a rule (usually), brilliant successes (people who did great things), worthless as a student (a very poor student), exceptions (cases that do not follow the rule), advocate (as a verb, argue for; as a noun, a person who argues for something), undying honor (fame that lasts), physical infirmity (an older phrase for a disability), cramming (studying too much in a rush), resolutely (firmly), shiftlessness (laziness), indifference (not caring), walks of life (kinds of work), natural bent (what a person is naturally drawn to), animal spirits (wild energy), scholars (students), horse-play (rough, silly play), match game (a real game against another team), homely (here, plain and simple) and adage (an old saying). Pairs copy the six clue boxes from Diagram 1 and write each clue they find in the right box.

   1No boy can afford to neglect his work, and with a boy work, as a rule, means study. Of course there are occasionally brilliant successes in life where the man has been worthless as a student when a boy. To take these exceptions as examples would be as unsafe as it would be to advocate blindness because some blind men have won undying honor by triumphing over their physical infirmity and accomplishing great results in the world. I am no advocate of senseless and excessive cramming in studies, but a boy should work, and should work hard, at his lessons—in the first place, for the sake of what he will learn, and in the next place, for the sake of the effect upon his own character of resolutely settling down to learn it. Shiftlessness, slackness, indifference in studying, are almost certain to mean inability to get on in other walks of life. Of course, as a boy grows older it is a good thing if he can shape his studies in the direction toward which he has a natural bent; but whether he can do this or not, he must put his whole heart into them. I do not believe in mischief-doing in school hours, or in the kind of animal spirits that results in making bad scholars; and I believe that those boys who take part in rough, hard play outside of school will not find any need for horse-play in school. While they study they should study just as hard as they play foot-ball in a match game. It is wise to obey the homely old adage, “Work while you work; play while you play.”

   1. Name the point of view. Ask: which sentence states it most directly? Teacher note: the first, "No boy can afford to neglect his work, and with a boy work, as a rule, means study." "Can afford" makes neglect sound like a cost a boy cannot pay. Point of view: a boy should work hard at school.
   2. The other side, and his answer. Ask: what does Roosevelt admit, and why? Teacher note: he admits "there are occasionally brilliant successes in life where the man has been worthless as a student." He then calls these "exceptions" and compares following them to arguing for blindness because some blind people did great things. The comparison is meant to sound foolish (and it uses older language about disability). Admitting the exceptions makes his rule look fair; calling them exceptions keeps the rule.
   3. A limit on his view. Ask: what does "I am no advocate of senseless and excessive cramming in studies, but a boy should work" add? Teacher note: the "no... but" pattern shows balance. He is not asking for endless studying; he wants steady, hard work, "for the sake of what he will learn" and "for the sake of the effect upon his own character." The two reasons show that his real subject is character, not grades.
   4. The ending and the purpose. Ask: how does the last sentence convey his purpose? Teacher note: "It is wise to obey the homely old adage, 'Work while you work; play while you play.'" "Wise to obey" is close to a command, and an old saying is easy to remember and hard to argue with. The purpose is to persuade readers to change how they study.
4. Independent Practice15 minutes

   Students read Passage 3 on their own. Words to know: physical courage (bravery in the face of danger to the body), moral courage (bravery to do what is right when others disagree or laugh), in the field (in battle), timid (shy and fearful), assume responsibilities (take on duties), civil affairs (government, not war), the fighting edge (the boldness to fight), virtue (a good quality), statesman (a wise leader in government), shrinking (pulling back in fear), contemptible (deserving to be looked down on), deems (thinks), sneers and jeers (mean, mocking looks, remarks and shouts), ridicule (mocking someone to make others laugh at them), wickedness (evil), incomprehensible (impossible to understand), associates (companions), affect to laugh (pretend to laugh) and peculiarly (especially).

   1A boy needs both physical and moral courage. Neither can take the place of the other. When boys become men they will find out that there are some soldiers very brave in the field who have proved timid and worthless as politicians, and some politicians who show an entire readiness to take chances and assume responsibilities in civil affairs, but who lack the fighting edge when opposed to physical danger. In each case, with the soldiers and politicians alike, there is but half a virtue. The possession of the courage of the soldier does not excuse the lack of courage in the statesman and even less does the possession of the courage of the statesman excuse shrinking on the field of battle. Now, this is all just as true of boys. A coward who will take a blow without returning it is a contemptible creature; but, after all, he is hardly as contemptible as the boy who dares not stand up for what he deems right against the sneers of his companions who are themselves wrong. Ridicule is one of the favorite weapons of wickedness, and it is sometimes incomprehensible how good and brave boys will be influenced for evil by the jeers of associates who have no one quality that calls for respect, but who affect to laugh at the very traits which ought to be peculiarly the cause for pride.

   On the handout, students answer four questions about Passage 3: (1) State Roosevelt's point of view about courage in one sentence, and quote the sentence that states it most directly. (2) How does the example of soldiers and politicians help convey his point of view? (3) Quote two words or phrases that show how he feels about boys who give in to mockery. (4) Roosevelt writes that a boy "who will take a blow without returning it is a contemptible creature." Do you agree? Explain how you can describe an author's point of view accurately even when you disagree with it.

   Teacher answer notes: (1) A boy needs both kinds of courage, and one cannot replace the other: "A boy needs both physical and moral courage. Neither can take the place of the other." (2) The example shows grown men with only one kind: brave soldiers who are "timid and worthless as politicians," and bold politicians who "lack the fighting edge." He calls each "but half a virtue," so the example proves that one kind alone is not enough. (3) "contemptible," "Ridicule is one of the favorite weapons of wickedness," "incomprehensible," "influenced for evil." (4) Answers will vary. Many students will disagree, and schools today teach students to get help from an adult instead of hitting back. The skill is to report the author's view in his own words and explain the clues, then give one's own view separately.

5. Closure5-10 minutes

   Exit ticket: (1) In one sentence each, explain the difference between an author's point of view and an author's purpose. (2) Name one clue from Diagram 1 you used today, and quote an example of it from Passage 2 or 3.

   Teacher note on the texts: Both authors wrote more than 120 years ago, and their points of view reflect their time. Roosevelt writes only about boys, praises being "manly," and in Passage 3 calls "a coward who will take a blow without returning it" "a contemptible creature"; in Passage 2 he uses older language about blindness and disability ("physical infirmity") and treats blindness as something no one would choose. Treat these as parts of his point of view that students can name, quote and disagree with, and remind students that the school rule is to get help from an adult. Willard wrote at a time when women and girls were expected to wear long skirts and corsets and to keep away from vigorous outdoor activity. Her religious language ("an act of grace, if not of actual religion") reflects her Christian faith. She led the Woman's Christian Temperance Union (the "white-ribbon army" in Passage 6), a large women's group that campaigned against alcohol and, under her leadership, for women's right to vote; present these facts without asking students to take a side.

   For the quiz: students read Passage 4, printed below, in which Roosevelt recommends books for boys. Words to know: Thomas Hughes and Thomas Bailey Aldrich (an English and an American author), Rugby (a famous English boarding school), in sympathy with (in agreement with, liking), fagging (an old custom at English boarding schools in which younger boys had to serve older boys), admirer (fan), Kipling (Rudyard Kipling, an English author), over-indulged (given too much of everything), objectionable (unpleasant), thrown on his own resources (made to take care of himself), wholesome (healthy and good), invaluable (priceless), utter (complete), extol (praise highly), applaud (approve of), mismanagement (poor running of something) and foul life (a very bad way of living).

   1There are two delightful books, Thomas Hughes’s “Tom Brown at Rugby,” and Aldrich’s “Story of a Bad Boy,” which I hope every boy still reads; and I think American boys will always feel more in sympathy with Aldrich’s story, because there is in it none of the fagging, and the bullying which goes with fagging, the account of which, and the acceptance of which, always puzzle an American admirer of Tom Brown.

   2There is the same contrast between two stories of Kipling’s. One, called “Captains Courageous,” describes in the liveliest way just what a boy should be and do. The hero is painted in the beginning as the spoiled, over-indulged child of wealthy parents, of a type which we do sometimes unfortunately see, and than which there exist few things more objectionable on the face of the broad earth. This boy is afterward thrown on his own resources, amid wholesome surroundings, and is forced to work hard among boys and men who are real boys and real men doing real work. The effect is invaluable.

   3On the other hand, if one wishes to find types of boys to be avoided with utter dislike, one will find them in another story by Kipling, called “Stalky & Co.,” a story which ought never to have been written, for there is hardly a single form of meanness which it does not seem to extol, or of school mismanagement which it does not seem to applaud. Bullies do not make brave men; and boys or men of foul life can not become good citizens, good Americans, until they change; and even after the change scars will be left on their souls.

   Also for the quiz: Passage 5, printed below, is the opening of A Wheel Within a Wheel (1895) by Frances E. Willard (1839-1898), an American teacher, speaker and leader of the Woman's Christian Temperance Union, a large women's group. Words to know: recollections (memories), the ripe age of (the old age of; she is joking a little), diligent (hard-working), absurd (silly, impossible), manufacture (make), inveterate (lifelong, deep-rooted), mimic (copying, make-believe), poulterer (a person who raises chickens and other birds to sell), felling saplings (cutting down young trees), artificial restraints and conventions (made-up limits and customs), hedged (fenced in), physique (body), my own sweet will (whatever I wanted), hampering (getting in the way), corset (a stiff, tight undergarment that squeezed the waist), clubbed up (gathered into a knot), colt (a young horse), occupation (work), limitations thus imposed (the limits put on her), injustice (unfairness), accentuated (made stronger), nerve-wear and nervous prostration (older names for exhaustion from stress), ruthlessly (without mercy) and new worlds to conquer (new challenges).

   1From my earliest recollections, and up to the ripe age of fifty-three, I had been an active and diligent worker in the world. This sounds absurd; but having almost no toys except such as I could manufacture, my first plays were but the outdoor work of active men and women on a small scale. Born with an inveterate opposition to staying in the house, I very early learned to use a carpenter’s kit and a gardener’s tools, and followed in my mimic way the occupations of the poulterer and the farmer, working my little field with a wooden plow of my own making, and felling saplings with an ax rigged up from the old iron of the wagon-shop. Living in the country, far from the artificial restraints and conventions by which most girls are hedged from the activities that would develop a good physique, and endowed with the companionship of a mother who let me have my own sweet will, I “ran wild” until my sixteenth birthday, when the hampering long skirts were brought, with their accompanying corset and high heels; my hair was clubbed up with pins, and I remember writing in my journal, in the first heartbreak of a young human colt taken from its pleasant pasture, “Altogether, I recognize that my occupation is gone.”

   2From that time on I always realized and was obedient to the limitations thus imposed, though in my heart of hearts I felt their unwisdom even more than their injustice. My work then changed from my beloved and breezy outdoor world to the indoor realm of study, teaching, writing, speaking, and went on almost without a break or pain until my fifty-third year, when the loss of my mother accentuated the strain of this long period in which mental and physical life were out of balance, and I fell into a mild form of what is called nerve-wear by the patient and nervous prostration by the lookers-on. Thus ruthlessly thrown out of the usual lines of reaction on my environment, and sighing for new worlds to conquer, I determined that I would learn the bicycle.

   For homework: students read Passage 6, printed below, from the last section of Willard's book, after she has learned to ride. Words to know: an act of grace (a good deed done out of goodness), cardinal doctrine (main rule), congenial (pleasant), enwrapped (wrapped up), impeded (got in the way of), detested (hated), disdain (scorn), conventions (customs everyone is expected to follow), prairie (flat grassland; she grew up in Wisconsin), driving (here, riding in a horse-drawn carriage), renovate (renew), sluggishly (slowly), brain to brawn (mind to body), ere long (soon), deed (action), conquest (winning control of something), the white-ribbon army (the members of the Woman's Christian Temperance Union, who wore white ribbons), influential (having an effect on others), minor (smaller), pristine (fresh, like new), implement (tool) and putting it underfoot (a play on words: getting control of it, and having its pedals under her feet).

   1If I am asked to explain why I learned the bicycle I should say I did it as an act of grace, if not of actual religion. The cardinal doctrine laid down by my physician was, “Live out of doors and take congenial exercise;” but from the day when, at sixteen years of age, I was enwrapped in the long skirts that impeded every footstep, I have detested walking and felt with a certain noble disdain that the conventions of life had cut me off from what in the freedom of my prairie home had been one of life’s sweetest joys. Driving is not real exercise; it does not renovate the river of blood that flows so sluggishly in the veins of those who from any cause have lost the natural adjustment of brain to brawn. Horseback-riding, which does promise vigorous exercise, is expensive. The bicycle meets all the conditions and will ere long come within the reach of all. Therefore, in obedience to the laws of health, I learned to ride. I also wanted to help women to a wider world, for I hold that the more interests women and men can have in common, in thought, word, and deed, the happier will it be for the home. Besides, there was a special value to women in the conquest of the bicycle by a woman in her fifty-third year, and one who had so many comrades in the white-ribbon army that her action would be widely influential. Then there were three minor reasons:

   [...]

   2I did it from pure natural love of adventure—a love long hampered and impeded, like a brook that runs underground, but in this enterprise bubbling up again with somewhat of its pristine freshness and taking its merry course as of old.

   3Second, from a love of acquiring this new implement of power and literally putting it underfoot.

   4Last, but not least, because a good many people thought I could not do it at my age.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   A student reads an article about school uniforms. Which statement names the author's point of view, not just the topic?

   AThe article is about school uniforms in three states. BThe article gives the price of a uniform shirt. CThe author thinks uniforms save families time. DThe article first appeared in a newspaper in May.

2. Question 2 of 20 · Multiple Choice

   Read this paragraph, written for the quiz: "Our school needs a crosswalk guard on Elm Street. Cars speed past the corner every morning, and last week a fifth grader had to jump back onto the curb. Please sign the petition in the front office before Friday." What is the author's main purpose?

   ATo persuade readers to support a crosswalk guard BTo inform readers about the traffic laws in town CTo entertain readers with a funny school story DTo explain how petitions are counted and sent

3. Question 3 of 20 · Multiple Choice

   Which sentence about a new town pool shows the author's point of view most strongly?

   AThe new pool opened on June 1 at Lincoln Park. BThe pool is 25 meters long and has six lanes. CSwim lessons at the pool start in the second week. DThe pool is a gift our town will enjoy for years.

4. Question 4 of 20 · Multiple Choice

   In Passage 4, paragraph 3, what is Roosevelt's point of view about "Stalky & Co."?

   AIt is funny but a little too long for boys to read BIt praises meanness and should not have been written CIt is a good story about life at an English school DIt is better than "Captains Courageous" in most ways

5. Question 5 of 20 · Multiple Choice

   In Passage 4, paragraph 1, what do the words "which I hope every boy still reads" show about Roosevelt's purpose?

   AHe wants to show that he has read many books BHe wants to explain how the two books were written CHe wants to recommend books to his young readers DHe wants boys to stop reading books about school

6. Question 6 of 20 · Multiple Choice

   Why does Roosevelt think American boys "will always feel more in sympathy with Aldrich's story"?

   AIt has none of the fagging and bullying he dislikes BIt was written by an American who lived near them CIt is shorter and easier to read than Tom Brown DIt shows boys doing hard work on a fishing boat

7. Question 7 of 20 · Multiple Choice

   In Passage 4, paragraph 2, Roosevelt writes that the hero works "among boys and men who are real boys and real men doing real work." What does repeating "real" convey?

   AThat the story in the book really happened BThat the hero dislikes the other boys and men CThat Kipling knew these men in his own life DThat he values honest work over a pampered life

8. Question 8 of 20 · Multiple Choice

   Why does Roosevelt describe the hero of "Captains Courageous" at the beginning as "the spoiled, over-indulged child of wealthy parents"?

   ATo warn boys that rich parents make bad parents BTo show how much work changes a boy for the better CTo prove that Kipling wrote only about rich boys DTo explain why the hero is lost at the start

9. Question 9 of 20 · Multiple Choice

   What is the job of the sentence "Bullies do not make brave men" near the end of Passage 4?

   AIt gives a new example of a book boys should read BIt admits that Stalky & Co. has some good points CIt states the belief behind his book judgments DIt describes a scene from the end of Stalky & Co.

10. Question 10 of 20 · Multiple Choice

    In Passage 5, paragraph 1, why does Willard describe her childhood work in such detail: the carpenter's kit, the wooden plow "of my own making" and the ax "rigged up from the old iron"?

    ATo explain how farm tools were made in the 1840s BTo show that she was lonely and had no friends CTo prove that her family was too poor to buy toys DTo show she was capable and active before the limits

11. Question 11 of 20 · Multiple Choice

    Willard writes that at sixteen she wrote in her journal "in the first heartbreak of a young human colt taken from its pleasant pasture." What does this comparison convey?

    AShe felt like a free creature suddenly shut in BShe liked horses and wanted to raise them CShe was glad to be treated as a grown-up DShe was sick and had to stay in bed

12. Question 12 of 20 · Multiple Choice

    What is the main purpose of Passage 5, the opening of Willard's book?

    ATo teach readers the steps for riding a bicycle BTo explain how her life led her to learn to ride CTo persuade readers that girls should not garden DTo describe the history of women's clothing

13. Question 13 of 20 · Multiple Choice

    Why does Willard put quotation marks around "ran wild" in Passage 5?

    ATo show that she is quoting her mother exactly BTo tell readers that the phrase is a book title CTo show it is how others would put it, not her DTo mark that she was ashamed of her childhood

14. Question 14 of 20 · Multiple Choice

    Passage 5 begins, "I had been an active and diligent worker in the world. This sounds absurd." Why does Willard write "This sounds absurd"?

    ATo admit that she was never really a hard worker BTo tell readers that the whole book is a joke CTo show she thinks her readers are foolish DTo expect readers' doubt and then explain

15. Question 15 of 20 · Short Answer

    In Passage 4, Roosevelt discusses two pairs of books. Explain how setting a book he likes next to a book he dislikes helps convey his point of view.

    Show model answer

16. Question 16 of 20 · Short Answer

    In Passage 5, paragraph 2, Willard writes, "I always realized and was obedient to the limitations thus imposed, though in my heart of hearts I felt their unwisdom even more than their injustice." What is her point of view about those limits, and how does this sentence convey it?

    Show model answer

17. Question 17 of 20 · Short Answer

    In Passage 2, Roosevelt says boys "should study just as hard as they play foot-ball in a match game." How does this comparison connect to the ending of Passage 1, and what does it show about his point of view?

    Show model answer

18. Question 18 of 20 · Short Answer

    Read this paragraph, written for the quiz, from a school newsletter: "This year, the science fair moves from the cafeteria to the gym. Tables will be set up on Thursday afternoon, and judging starts at 9 a.m. on Friday. Families may visit from 2 to 4 p.m." What is the author's purpose, and what two clues tell you?

    Show model answer

19. Question 19 of 20 · Short Answer

    Roosevelt (Passage 1) and Willard (Passage 5) both write about active lives. Explain one way their points of view are alike and one way they convey their views differently, with a quotation from each.

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20. Question 20 of 20 · Short Answer

    Here is a neutral sentence: "The town built a new skate park next to the library." Rewrite it twice: once to show a positive point of view and once to show a negative one. Then explain which words carry each point of view.

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These standards connect to RI.6.6: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.