English Language Arts · 6th Grade

Active learning ideas

Author's Purpose and Point of View

Active learning helps students notice subtle differences in word choice and structure that reveal an author’s perspective. They move beyond simple labels like ‘inform’ or ‘persuade’ and begin to see how every detail reflects a point of view. Physical movement and discussion make these abstract concepts concrete and memorable.

• Common Core State Standards
• CCSS.ELA-Literacy.RI.6.6

• 30–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Formal Debate
• 45 min · Whole Class

Formal Debate: The Bias Battle

Give two groups articles on the same topic (e.g., school uniforms) written from opposing viewpoints. Students must identify the 'loaded words' each author uses and debate which author is more objective.

How does the author's tone reveal their stance on the subject matter?

Facilitation Tip

During the Structured Debate, assign roles that force students to argue from the author’s perspective rather than their own opinions.

What to look for

Provide students with a short opinion piece. Ask them to identify the author's main purpose and two specific words or phrases that reveal the author's point of view. They should also write one sentence explaining what information might be missing from the text.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 02

• Role Play
• 35 min · Small Groups

Role Play: The Editorial Board

Students act as editors for a newspaper. They are given a set of facts and a specific 'purpose' (e.g., to make people excited vs. to make people cautious). They must decide which facts to feature and which to cut to achieve that purpose.

What information might be missing from this text due to the author's perspective?

Facilitation Tip

When students create Point of View Posters, require them to label each fact as ‘included,’ ‘omitted,’ or ‘emphasized’ to make their thinking visible.

What to look for

Present two short articles about the same controversial topic (e.g., a new school policy, a local environmental issue) written from different perspectives. Ask students: 'How does the author's word choice in Article A make you feel about the topic? How does Article B present the same information differently? What might be the purpose behind these differences?'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Gallery Walk
• 30 min · Small Groups

Gallery Walk: Point of View Posters

Students create posters for the same event (like a local festival) from the perspective of a child, a business owner, and a police officer. The class walks around to identify how the 'facts' change based on the person's perspective.

How does the author attempt to persuade the reader through their choice of words?

Facilitation Tip

In the Editorial Board role play, give each editor a specific bias to defend so the group experiences how perspective shapes coverage.

What to look for

Give students a paragraph from an informational text. Ask them to underline three words that suggest the author's attitude toward the subject. Then, have them write one sentence stating whether the author seems more inclined to inform or persuade, and why.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teach this topic by modeling your own thought process aloud while reading aloud. Pause to ask, ‘Why did the author leave out the mayor’s response?’ or ‘What feeling does the phrase ‘irresponsible spending’ create?’ Avoid over-simplifying; emphasize that every text is a partial snapshot. Research shows that students grasp perspective best when they must defend it, not just identify it.

Successful students will point to specific words, phrases, or omissions that show the author’s stance. They will explain why the author chose certain facts and how the arrangement of information guides the reader’s reaction. You’ll see this in their debate arguments, poster annotations, and written reflections.

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Watch Out for These Misconceptions

• During the Structured Debate, watch for students who claim a text has no point of view because it is ‘just facts.’

  Use the debate roles to show that even ‘factual’ reporting omits details to support a hidden perspective; have students list which details each side must leave out.

• During the Gallery Walk, watch for students who confuse grammatical point of view (first, second, third person) with the author’s perspective on the topic.

  Before the walk, post a sign that reminds them: ‘Point of view here means attitude or stance, not pronouns.’ Circulate and prompt students to find words that show like or dislike, not he/she/they.

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Methods used in this brief

• Formal Debate
• Role Play
• Gallery Walk