MIAMI-DADE COUNTY PUBLIC SCHOOLS EXTENDED LEARNING MODULE
SUBJECT: Language Arts/Reading
GRADE: 10th
MANUAL: STUDENT
TUTORING SESSION 3
Benchmark Focus Lessons:
LA.910.1.7.3 Main Idea
LA.910.1.7.2 Author’s Point of View
Mini-Lesson Passage:
“Afghanistan Looks to the Future”
FCAT Instructional Passage:
“The Art of Authorship” Samuel Clemens
“Choosing the Right Word” D. Tighe
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair
Dr. Martin Karp, Vice Chair
Dr. Dorothy Bendross-Mindingall
Ms. Susie V. Castillo
Mr. Carlos L. Curbelo
Dr. Lawrence S. Feldman
Dr. Wilbert "Tee" Holloway
Dr. Marta Pérez
Ms. Raquel A. Regalado
Ms. Krisna Maddy, Student Advisor
Mr. Alberto M. Carvalho
Superintendent of Schools
Milagros R. Fornell
Chief Of Staff
Marie L. Izquierdo
Chief Academic Officer
Office of Academics and Transformation
Dr. Maria De Armas
Assistant Superintendent
Academics, Accountability and School Improvement
Office of Academics and Transformation
Karen Spigler
Administrative Director
Department of Language Arts/Reading
Session 3
Target Lesson 1: Author’s Perspective
The concept of author’s viewpoint differs between fiction and nonfiction. In fiction the author creates a character, or even multiple characters, who tells the story through a created point of view. Fiction is subjective, as the characters, setting, and plot work together to evoke feelings and mood in the reader.
On the other hand, a nonfiction author’s viewpoint exists on more of a continuum. A nonfiction work may be objective or subjective, neutral or biased, depending on the purpose, intended audience, and type of text.
Informational text, news articles, reference books / At one end of the continuum are materials that convey information, such as new articles, instruction manuals, and reference books. These materials are objective and usually written in third person. The author’s personal viewpoint is omitted and is considered nonessential.Editorials / Editorials are the midpoint of the continuum. Based on facts in current events, editorials contain the author’s commentary on contemporary social patterns and political issues.
Essays, memoirs, autobiographies / At the other end of the continuum are subjective texts, such as essays, memoirs, and autobiographies in which the author’s viewpoint is central to the work.
author’s purpose – the specific reason for writing (to inform, to entertain, to motivate, to persuade, and so on).
author’s point of view – the writer’s opinion or viewpoint on the issue.
bias – a point of view or interpretation that is slanted or inspired with prejudice.
Present students with pairs of sentences, one reflecting fact and one reflecting opinion, like those shown below. Examine the sentences for biased or opinioned language.
Sentence 1Roses need specific amounts of nitrogen, water, and sun to produce the best blooms.
Sentence 2
All roses are most lovely when they have just the right amount of water, soil, and sun.
EXPLANATION
Sentence 1 is a fact. Facts are difficult to dispute. Roses do have very specific requirements; they cannot grow in the shade, for example.
Sentence 2 is an opinion and can be debated. For example, roses may have rust and produce sparse flowers no matter how exacting the garden may be, so not all roses are “lovely.”
Sentence 1
To be nutritious, school cafeteria menus need to include the five food groups.
Sentence 2
When meat is included in the school cafeteria menu, the meal can no longer be nutritious.
EXPLANATION
Sentence 1 comes from well-accepted, established research.
Sentence 2 comes from what appear to be a vegetarian author who does not see the value of meat as part of the school menu. Opinions provoke debate; without support, they do not hold up to examination in the way that facts do.
Story 1 – factual, objective story
This morning I woke up to the sound of my alarm clock. I fed my cat and made breakfast for my family. Then I showered. I got dressed and brushed my teeth. I said goodbye to my family and got in my car. It was raining, so I drove carefully. I got to school and came to the classroom to get ready for the day.
Story 2 – opinionated, subjective story
Waking to the annoying sound of my alarm clock was the worst way to start my day. I had to feed my meowing cat right away or he would follow me around all morning. I started to make breakfast for my family, but I was rushing and accidentally burned the toast. I rushed out the door and almost forgot my keys. It was raining, and I was so upset because I hate the rain. Every other car was driving like crazy. I arrived at school and rushed to class before the bell rang. It was a hectic morning.
Source: Exploring Nonfiction-Social Studies- Secondary. (2003). Teacher Created materials & TIME Learning Ventures.
Student Practice
With your partner read “Afghanistan Looks to the Future”. Write 4 facts from the story in the left column. Write 4 opinions and/or biased statements from the article. Write a statement of the author’s point of view about the Afghan people.
Facts from Text / Opinions from Text / Author’s point of view about Afghan people.Source: Exploring Nonfiction-Social Studies- Secondary. (2003). Teacher Created materials & TIME Learning Ventures.
HIGH SCHOOL QUESTION TASK CARDS – Review the use of the FCAT Question Task Cards with your teacher. Then write a question and answer using one of the stems below for the passage which follows
(LA.910.1.7.2)
• How does the author persuade the ______to _____ ?
• What is the author’s point of view about ____?
• What is the author’s purpose for saying ____?
• How does the author’s experience lead to ____?
• What words or phrases create the tone of ____?
• The author wants the reader to think ____.
• With which statement would the author most likely agree?
• Which feature would the author value the most?
• What is the author’s attitude toward ____?
• Which statement best describes what the author probably
thinks about ____?
• What type of article did the author most likely intend______
to be?
• The author discusses ______because ______?
DIRECTIONS: Read the articles “The Art of Authorship” and “Choosing the Right Word” and answer the questions.
The Art of Authorship
by
Samuel Clemens
(adapted for purposes of the test)
Your inquiry has set me thinking, but, so far, my thought fails to materialize. I mean that, upon consideration, I am not sure that I have methods in composition. I do suppose I have—I suppose I must have—but they somehow refuse to take shape in my mind.
However, let us try guessing. Let us guess that whenever we read a sentence and like it, we unconsciously store it away in our model-chamber, and it goes with a myriad of its fellows to the building, brick by brick, of the eventual edifice which we call our style. And let us guess that whenever we run across other forms—bricks whose color, or some other defect, offends us, we unconsciously reject these, and so we never find them in our edifice.
If I have subjected myself to any training processes, and no doubt I have, it must have been in this unconscious or half-conscious fashion…. I think it likely that the training most in use is of this unconscious sort, and is guided and governed and made by-and-by unconsciously systematic, by an automatically-working taste—a taste which selects and rejects without asking you for any help, and patiently and steadily improves itself without troubling you to approve or applaud.
Yes; one notices, for instance, that long, involved sentences confuse him, and he is obliged to re-read them to get the sense. Unconsciously, then, he rejects that brick. Unconsciously he accustoms himself to writing short sentences as a rule. At times he may indulge himself with a long one, but he will make sure that there are no folds in it, no vagueness, no parenthetical interruptions of its view as a whole; when he is done with it, it won’t be a sea-serpent, with half its arches under the water, it will be a torchlight procession.
Well, also he will notice in the course of time, as his reading goes on, that the difference between the almost right word and the right word is really a large matter—‘tis the difference between the lightning-bug and the lightning. After that, of course, that exceedingly important brick, the exact word—however, this is running into an essay, and I beg pardon. So I seemed to have arrived at this: doubtless I have methods, but they begot themselves, in which case I am only their proprietor, not their father.
Choosing the Right Word
by
D. Tighe
Sentences are made up of words; words originate from your vocabulary. To clarify is your aim in sentence construction; it is also your aim in selecting words. It is not the size of the word you use that is important; it is the accuracy with which the word makes your point.
A few hints should help you choose the right word for your purpose. First, learn to use your dictionary, for an up-to-date dictionary will give you the pronunciation, history, use, and meaning of most words in your vocabulary.
Second, learn to use intelligently a thesaurus, or similar book of synonyms, for often the word you are looking for is in your vocabulary but hidden somewhere in the back of your mind. The lists of words with similar meanings in synonym books will help you find the right word you are looking for. It is important to use such books carefully, however. Don’t choose a word because it is big or impressive; use it because it is the correct word.
Third, learn to rely on your own vocabulary, the words you use every day. It is unlikely that you don’t already have the words you need to make your ideas clear—if you really know what you want to say. You may, of course, have to think hard to come up with the right word—especially if the idea is difficult.
Fourth, in selecting words, try to use specific words. It is often more convenient to use abstract words, for these general words are easy to substitute for the right ones, the ones that express your ideas exactly. Such words are things, area, activities, aspects, items, and the like are perfectly good words when used correctly. But too often people use them because they can’t find the right word. If you mean difficulties, don’t say things. If you mean shopping center, don’t say downtown area. If you mean to say football or basketball or soccer, don’t say sports activities. If you mean to criticize a teammate’s foul shooting, don’t refer to aspects of her basketball game. If you mean bread and milk, don’t call them grocery items.
DIRECTIONS: Read the articles “The Art of Authorship” and “Choosing the Right Word” and answer questions 1 – 8.
1. Read the sentence below:
And let us guess that whenever we run across other forms—bricks whose color, or some other defect, offends us, we unconsciously reject these, and so we never find them in our edifice.
What is the meaning of the word edifice?
A. yard
B. style
C. bridge
D. building
2. What is the main purpose of the article by Samuel Clemens?
F. to show how an author develops a unique style
G. to explain how an appropriate sentence is created
H. to describe how an author composes methodically
J. to demonstrate the importance of choosing the right word
3. How does Samuel Clemens use metaphor in the article?
A. to compare a sentence to a fold
B. to compare a brick to a building
C. to compare a lightning bug to lightning
D. to compare a sentence to a sea-serpent
4. Read the sentence below:
Let us guess that, whenever we read a sentence and like it, we unconsciously store it away in our model-chamber…
What is the meaning of model-chamber in the sentence?
F. kitchen
G. bedroom
H. museum artifact
J. mental notebook
5. What is the main idea of “The Art of Authorship”?
A. Writers must craft their compositions very carefully.
B. Writers must use their creativity when they compose.
C. Writers must be conscious of how readers may react.
D. Writers must use language that impresses the reader.
6. What method does the author of “Choosing the Right Word” use to develop the article?
F. sequence
G. flashback
H. opinion/proof
J. compare/contrast
7. Which sentence best expresses the main idea of “Choosing the Right Word”?
A. Writing should be clear and precise.
B. Writing should be creative and entertaining.
C. Writers should use words that will impress their readers.
D. Writers should use words that will not offend their readers.
8. How does Samuel Clemens compare the writing of a composition to the construction of a
building? Use details and information from the article to support your answer.
______
Anti-Discrimination Policy
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.
The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.