Genially_copy - RI6.6 Author's Purpose Lesson

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Activities Index

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• Read carefully

• Answer the questions
• Go back to the text for evidence

Curipod

• Pause & replay
• Take notes
• Use anytime for support

Listen & Review

• Read carefully

• Answer the questions
• Go back to the text for evidence

Read & Check

• Read carefully
• Reread when needed
• Look for key details
• Be ready to use the text

Read Closely

• Build Understanding
• Practice with Support
• Apply Independently

Lesson Slides

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Objective

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Students learn that determining an author's purpose is not about the topic alone. It is about what the author thinks, wants, or is trying to show. They will identify explicit tools to infer perspective from text evidence.

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

A lot of students read the passage and tell what it is about, but these questions usually ask something deeper: what the author thinks, what the author wants us to understand, or why the author included something.

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Today I will be able to:

I can tell the difference between the topic and the author’s thinking.

Success Criteria:

• I can identify the topic.
• I can identify what the author thinks, feels, or wants readers to understand.

• I can find clues that reveal the author’s perspective.

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

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Take notes as you go. You will use these notes during practice.

• Today’s directions:
• Listen carefully
• Follow along with the lesson
• Write notes in your packet as we learn
• Star or highlight important ideas
• Keep track of questions or things you wonder and words you do not recognize

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

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Thumbs up if you’ve ever answered the topic (what it's about) when the question was actually asking about the author's perspective.

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Topic

What the author writes about

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Purpose

Why they wrote

Perspective

What they think

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Warm Up

The text is about school gardens.

The author uses positive descriptions of gardens at schools.

The author includes examples to show school gardens help students learn.

The author seems to support school gardens.

Drag and Drop: Which one names the TOPIC? Which one names the AUTHOR’S THINKING?

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Topic

Author's Thinking

Drag & Drop to sort the sentence types

Check Answers

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

The topic is what the text is about. The author’s thinking is what the author believes, wants, or is trying to show

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The text is about school gardens.

The author includes examples to show school gardens help students learn.

The author uses positive descriptions of gardens at schools.

The author seems to support school gardens.

• How are 1-4 similar and different?

"___ uses___, which shows____" "___ has ____, which show _____"

Think

Pair

Share

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Author's Perspective can show their:

• Opinion
• Purpose
• Attitude

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• If the text is about recycling, that is the topic.
• If the author wants us to believe recycling is important, that is the author’s thinking or perspective.
• Questions often ask about the author’s thinking, not just the subject or topic.

Topic = the subject of the text. Author’s Purpose = what the author thinks, feels, or wants readers to understand

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

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Students respond chorally (ALL AT ONCE as the question is read)

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

An inference is a smart conclusion you make after searching for text clues.

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The author may not say, ‘I strongly support this idea.’ But the clues they leave readers can still show us if they do.

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

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1.) Is an inference a guess?

2.) What is it based on?

Respond chorally (all at once), when the question is read aloud

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

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There are clues that will help our inferences, by revealing an author's perspective (how they are thinking)

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Word Choice

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The Words an author chooses will reveal how they feel about a topic.

• How do the words sound or feel?
• Words can sound:
• positive, negative, or strong

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Important Details

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The details an author chooses will reveal how they feel about a topic.

• Details show us what the author focuses on
• What facts or details did they choose to include?
• Did they leave anything out?

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Tone

The overall feeling or attitude an author creates, reveals how they feel about the topic

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• The overall sound of the writing is created by the details and words chosen
• How does the writing sound overall?

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

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To find the Author's Perspective, ask yourself:What does the author want me to think, feel, or understand?

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Word Choice

What words sound positive, negative, or strong?

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Important Details

What facts, examples, or ideas did the author choose to include?

Tone

How does the writing sound overall?

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Figure out the author’s perspective using clues

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These questions ALL ask you to do the same job

• What inference can be made…?
• What conclusion can be drawn…?
• What inference can be made about the author’s opinion…?
• What is most likely the author’s intent by mentioning…?

Your job:

• Figure out the author’s thinking using the text's clues.
• Details
• Word choice
• Tone

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

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Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Follow the Thinking: Read

The new library program gives students a quiet, welcoming place to read, explore, and grow. Teachers have already noticed stronger focus and better classroom discussions.

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Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Follow the Thinking

The new library program gives students a quiet, welcoming place to read, explore, and grow. Teachers have already noticed stronger focus and better classroom discussions.

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• What is the topic?
• What can we infer about the author's perspective?

• The topic is the library program. But the author uses words like ‘quiet,’ ‘welcoming,’ ‘grow,’ ‘stronger focus,’ and ‘better discussions.’ Those are positive clues. So, I can infer that the author supports the program and thinks it is beneficial.

Underline:

• WORDS: Positive, Negative, or Neutral

• DETAILS: Facts, Examples, Key Details

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Guided Practice

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Too many students rush through breakfast or skip it completely, which makes it harder for them to focus in class and stay energized through the day.

Underline:

• WORDS: Positive, Negative, or Neutral

• DETAILS: Facts, Examples, Key Details

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Guided Practice

Too many students rush through breakfast or skip it completely, which makes it harder for them to focus in class and stay energized through the day.

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• The topic is_______
• The author seems to think __.
• A clue that helped me was __.

Underline:

• WORDS: Positive, Negative, or Neutral

• DETAILS: Facts, Examples, Key Details

Turn & Talk-Cold Call

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Guided Practice

Too many students rush through breakfast or skip it completely, which makes it harder for them to focus in class and stay energized through the day.

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• The topic is_______
• The author seems to think __.
• A clue that helped me was __.

• Topic = breakfast / students skipping breakfast • Author thinking = skipping breakfast is a problem / breakfast matters

Underline:

• WORDS: Positive, Negative, or Neutral

• DETAILS: Facts, Examples, Key Details

Turn & Talk-Cold Call

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Independent Practice

Many schools have started planting gardens on campus, and the results have been impressive. Students are not only learning how food grows, but they are also becoming more curious about science, nutrition, and the environment. In some schools, teachers say students who usually struggle to stay focused become more engaged when they are allowed to dig, plant, and observe living things up close.

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Underline:

• WORDS: Positive, Negative, or Neutral

• DETAILS: Facts, Examples, Key Details

Turn & Talk-Respond & Feedback

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Independent Practice

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Community clean-up days do more than remove trash. They bring neighbors together and remind people that shared spaces matter.

Underline:

• WORDS: Positive, Negative, or Neutral

• DETAILS: Facts, Examples, Key Details

Turn & Talk-Respond & Feedback

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Exit Ticket Practice

By sharing stories of failed experiments before successful discoveries, the author helps readers see that mistakes are often part of learning.

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What inference can be made about the author’s opinion of mistakes in learning?

• The author seems to think______________.
• I know this because they use words and details like _______________, which shows that they have _________feelings about the topic.

Underline:

• WORDS: Positive, Negative, or Neutral

• DETAILS: Facts, Examples, Key Details

Independent Response

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Exit Ticket Practice

The article explains that many inventions took years of trial, error, and redesign before they worked.

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What is most likely the author’s intent by mentioning trial, error, and redesign?

• The author included this detail to show __.
• I think this because __.

Underline:

• WORDS: Positive, Negative, or Neutral

• DETAILS: Facts, Examples, Key Details

Independent Response

Q2 RI. 6 LT 1: Main Idea vs Author's Purpose

Exit Ticket Practice

The writer highlights how volunteers returned every weekend to rebuild the park after the storm.

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What conclusion can be drawn about the author’s opinion of the volunteers?

• The author seems to think __ because __.

Underline:

• WORDS: Positive, Negative, or Neutral

• DETAILS: Facts, Examples, Key Details

Independent Response

Q2 RI. 6 LT 1: Main Idea vs Author's Perspective

Independent Response

Reflection

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How confident are you when determining an author's perspective and purpose?

Q2 RI. 6 LT 1: Main Idea vs Author's Perspective

"EUREKA!" by James Baldwin from Thirty More Famous Stories Retold

There was once a king of Syracuse whose name was Hiero. The country over which he ruled was quite small, but for that very reason he wanted to wear the biggest crown in the world. So he called in a famous goldsmith, who was skillful in all kinds of fine work, and gave him ten pounds of pure gold. "Take this," he said, "and fashion it into a crown that shall make every other king want it for his own. Be sure that you put into it every grain of the gold I give you, and do not mix any other metal with it."

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Q2 RI. 6 LT 1: Main Idea vs Author's Perspective

"EUREKA!" by James Baldwin from Thirty More Famous Stories Retold

"It shall be as you wish," said the goldsmith. "Here I receive from you ten pounds of pure gold; within ninety days I will return to you the finished crown which shall be of exactly the same weight." Ninety days later, true to his word, the goldsmith brought the crown. It was a beautiful piece of work, and all who saw it said that it had not its equal in the world. When King Hiero put it on his head it felt very uncomfortable, but he did not mind that-he was sure that no other king had so fine a headpiece. After he had admired it from this side and from that, he weighed it on his own scales. It was exactly as heavy as he had ordered.

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Q2 RI. 6 LT 1: Main Idea vs Author's Perspective

"EUREKA!" by James Baldwin from Thirty More Famous Stories Retold

"You deserve great praise," he said to the goldsmith. "You have wrought very skillfully and you have not lost a grain of my gold." There was in the king's court a very wise man whose name was Archimedes. When he was called in to admire the king's crown he turned it over many times and examined it very closely. "Well, what do you think of it?" asked Hiero. "The workmanship is indeed very beautiful," answered Archimedes, "but-but the gold-"

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Q2 RI. 6 LT 1: Main Idea vs Author's Perspective

"EUREKA!" by James Baldwin from Thirty More Famous Stories Retold

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"The gold is all there," cried the king. "I weighed it on my own scales." "True," said Archimedes, "but it does not appear to have the same rich red color that it had in the lump. It is not red at all, but a brilliant yellow, as you can plainly see." "Most gold is yellow," said Hiero; "but now that you speak of it I do remember that when this was in the lump it had a much richer color."

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Q2 RI. 6 LT 1: Main Idea vs Author's Perspective

"EUREKA!" by James Baldwin from Thirty More Famous Stories Retold

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"What if the goldsmith has kept out a pound or two of the gold and made up the weight by adding brass or silver?" asked Archimedes. "Oh, he could not do that," said Hiero; "the gold has merely changed its color in the working." But the more he thought of the matter the less pleased he was with the crown. At last he said to Archimedes, "Is there any way to find out whether that goldsmith really cheated me, or whether he honestly gave me back my gold?" "I know of no way," was the answer.

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Q2 RI. 6 LT 1: Main Idea vs Author's Perspective

"EUREKA!" by James Baldwin from Thirty More Famous Stories Retold

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But Archimedes was not the man to say that anything was impossible. He took great delight in working out hard problems, and when any question puzzled him he would keep studying until he found some sort of answer to it. And so, day after day, he thought about the gold and tried to find some way by which it could be tested without doing harm to the crown. One morning he was thinking of this question while he was getting ready for a bath. The great bowl or tub was full to the very edge, and as he stepped into it a quantity of water flowed out upon the stone floor. A similar thing had happened a hundred times before, but this was the first time that Archimedes had thought about it.

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Q2 RI. 6 LT 1: Main Idea vs Author's Perspective

"EUREKA!" by James Baldwin from Thirty More Famous Stories Retold

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"How much water did I displace by getting into the tub?" he asked himself. "Anybody can see that I displaced a bulk of water equal to the bulk of my body. A man half my size would displace half as much. "Now suppose, instead of putting myself into the tub, I had put Hiero's crown into it, it would have displaced a bulk of water equal to its own bulk. All, let me see! Gold is much heavier than silver. Ten pounds of pure gold will not make so great a bulk as say seven pounds of gold mixed with three pounds of silver. If Hiero's crown is pure gold it will displace the same bulk of water as any other ten pounds of pure gold. But if it is part gold and part silver it will displace a larger bulk. I have it at last! Eureka! Eureka!"

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Q2 RI. 6 LT 1: Main Idea vs Author's Perspective

"EUREKA!" by James Baldwin from Thirty More Famous Stories Retold

Forgetful of everything else he leaped from the bath. Without stopping to dress himself, he ran through the streets to the king's palace shouting, "Eureka! Eureka! Eureka!" which in English means, "I have found it! I have found it! I have found it!" The crown was tested. It was found to displace much more water than ten pounds of pure gold displaced. The guilt of the goldsmith was proved beyond a doubt. But whether he was punished or not, I do not know, neither does it matter. This simple discovery which Archimedes made was worth far more to the world than Hiero's crown.

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Q2 RI. 6 LT 1: Main Idea vs Author's Perspective

Podcast

Learn Through Listening

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Listen Carefully after Reading "Eureka!"

Q2 RI. 6 LT 1: Main Idea vs Author's Perspective

Read & Check

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Time to Show What you Know

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