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.

• 6th Grade
• English Language Arts
• 3 activities
• 30 min–45 min

Learning Objectives

1. Analyze how an author's specific word choices reveal their attitude toward a subject.
2. Evaluate the potential bias in an informational text by identifying what information may have been omitted.
3. Compare two texts on the same topic, explaining how differing author perspectives shape the presentation of facts.
4. Explain the relationship between an author's purpose and the evidence they select to support their claims.

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.

Prepare & details

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.

Setup: Two teams facing each other, audience seating for the rest

Materials: Debate proposition card, Research brief for each side, Judging rubric for audience, Timer

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

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.

Prepare & details

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.

Setup: Open space or rearranged desks for scenario staging

Materials: Character cards with backstory and goals, Scenario briefing sheet

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

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.

Prepare & details

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.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

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

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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.

What to Teach Instead

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.

Assessment Ideas

Exit Ticket

After Structured Debate, give each student an opinion piece. Ask them to identify the author’s main purpose, two specific words or phrases that reveal the author’s point of view, and one sentence explaining what information might be missing from the text.

Discussion Prompt

During the Editorial Board role play, present two short articles about the same controversial topic. Ask students to discuss how the author’s word choice in Article A and Article B makes them feel and why the presentation of the same facts differs. Listen for references to omitted facts or loaded language.

Quick Check

During the Gallery Walk, give each student 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.

Extensions & Scaffolding

• Challenge: Have students rewrite the same news article from three different perspectives (local resident, business owner, environmentalist) and present them side-by-side.
• Scaffolding: Provide sentence stems like ‘The author believes ____ because ____’ and ‘A fact that might be left out is ____.’
• Deeper exploration: Compare a historical primary source with a modern textbook excerpt on the same event and analyze how perspective shifts over time.

Key Vocabulary

Author's Purpose	The main reason an author decides to write a text, such as to inform, persuade, entertain, or explain.
Point of View	The author's perspective or opinion on a topic, influenced by their background, beliefs, and experiences.
Bias	A prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. In texts, this can appear as slanted language or selective information.
Tone	The author's attitude toward the subject or audience, conveyed through word choice, sentence structure, and imagery.
Persuasive Language	Words and phrases used by an author to convince the reader to agree with their point of view or take a specific action.