Lesson 11
Part 1: Introduction
Author’s Point of View
CCSS
RI.3.6: Distinguish their own point of view
from that of the author of a text.
Theme: Works of Art
What is your point of view about hip-hop music? Do your friends agree with you? Your
point of view is the way you think or feel about something. Your friends may feel the
same way or have different ideas. Not everyone will share your point of view about
hip-hop music—or about other ideas, either. How boring would that be?
Look at the cartoon below. How does each person feel about the loud music?
This is my
favorite song.
Turn that noise down!
Why does the singer
have to yell?
Read through the chart below. Complete it by telling the father’s point of view.
Person
Details
Point of View
Boy
• smiles
• turns up sound
enjoys the loud music
Father
• covers his ears
• calls the music noise
How do you feel about loud music? Which character most closely shares your
point of view?
Authors often give their points of view about topics they explain or describe. They do
this by using opinion words such as best, worst, beautiful, like, dislike, feel, and believe. As
you read, try to figure out the author’s feelings by noticing these types of word clues.
Then form your own point of view about the topic.
L11: Author’s Point of View
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Part 2: Modeled Instruction
Lesson 11
Read the start of a review to learn about the author’s point of view on a sculpture.
Genre: Review
Make Way for the Mallard Family by Jessie Green
Make Way for Ducklings is a children’s book by Robert McCloskey. In it, a mother and
her eight ducklings walk to a park in Boston, Massachusetts. Today, a delightful bronze
sculpture of Mrs. Mallard and her ducklings stands in Boston’s Public Garden. Almost as
popular as the book, this treasured landmark seems to bring the duck family to life!
Nancy Schön made this charming creation in 1987. It is a series of nine adorable statues.
Mrs. Mallard, Jack, Quack, and the other ducklings proudly parade in a row. Children
touch, pet, and cuddle these life-like statues so often that they never need to be polished.
(continued)
Explore how to answer this question: “What is the author’s point of view about the sculpture of
Mrs. Mallard and her ducklings?”
The author does not directly tell you how she feels about the sculpture. But you can look
for word clues in the review to figure out her point of view about her topic.
Complete the chart. Add opinion words that the author uses to describe the sculpture. Two
word clues are provided for you. Write two more clues in the left column.
Words Describing the Sculpture
Author’s Point of View on the Sculpture
• “delightful bronze sculpture”
• “treasured landmark”
She admires, or truly likes, the sculpture.
•
•
In your own words, write about the author’s point of view on the sculpture. Explain how
words such as “treasured landmark” help you figure out her feelings. Use the chart for help.
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Part 3: Guided Instruction
Lesson 11
Continue reading the review. Use the Close Reading and
the Hint to help you answer the question.
Genre: Text
Close Reading
Circle opinion words
and phrases that help
you understand the
author’s point of view
about the person who
took Pack.
(continued from page 104)
A greedy thief stole Pack, one of the ducklings, in 2009. The
cowardly criminal snapped the bird off at its webbed feet.
This senseless attack angered many people. Boston’s Mayor
Menino said, “This act is not a prank, it is a crime.”
Fortunately, the missing statue was found four blocks away.
It was leaning against a tree. The surprised residents who
found the stolen duckling returned it immediately. Soon,
Pack was back where he belonged, waddling in the parade.
Hint
What do the words you
circled in the passage
tell about the author’s
feelings?
Circle the correct answer.
What is the author’s point of view on the person who took Pack?
A She thinks this person is worried.
B She thinks this person is thoughtful.
C She thinks this person is mean.
D She thinks this person is clever.
Show Your Thinking
What is your point of view about the sculpture of Mrs. Mallard and the ducklings? Is it similar
to or different from the author’s point of view? Use details from the passage to tell why.
With a partner, share your point of view about the person who took Pack. Use details
from the passage to tell how your feelings are similar to or different from the author’s
point of view.
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Part 4: Guided Practice
Lesson 11
Read the review. Use the Study Buddy and the Close Reading to guide your reading.
Genre: Review
Snow Sculpture Contest 1
by Kim Wu
The town of Butler hosted its first Winter Fest this week.
The highlight of the outdoor event was the snow sculpture
Since this passage is a
review, it will give the
author’s point of view
about the contest. As I
read, I’ll figure out his
feelings, and I’ll also
form my own opinions.
contest. Teams of snow carvers worked tirelessly to create
remarkable works of art that delighted the crowds.
2
Snow sculpture is a very difficult kind of sculpture to
make. Teams of snow carvers made impressive sculptures
from huge blocks of snow. Each team used only hand tools,
such as shovels and cheese graters. For a whole day, they cut
away packed snow from the heavy blocks. By late afternoon,
these snow artists had created amazing sculptures. Some of
the snow sculptures were nine feet tall!
3
My favorite snow sculpture won second prize. This
sculpture of a giant dragon looked fierce. It had detailed
scales, a pair of giant wings, and a long tail. How funny
that the dragon breathed fire made of snow!
Close Reading
Why doesn’t Kim Wu
like the sculpture that
won first prize? Circle
sentences that explain
why he didn’t like this
sculpture.
What is Kim Wu’s
opinion of Winter Fest?
Underline sentences
that give clues about his
point of view.
106
4
The snow sculpture that won third prize was a good
choice by the judges. It was a copy of the White House
in Washington, D.C.
5
I didn’t like the snow sculpture that captured first prize.
It was a covered wagon. The team of carvers made the
wagon wheels too small! They made other mistakes, too.
6
I was disappointed that my favorite sculpture did not win
the grand prize. But Butler’s first Winter Fest was still a
great success. The weather was perfect. I can’t wait to see
more amazing snow sculptures at Winter Fest next year!
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Part 4: Guided Practice
Hints
Reread the paragraph
to look for details
about making snow
sculptures. Also find
word clues about the
author’s point of view.
Which statement best
tells Kim Wu’s feelings
about a prize winner in
the contest?
Lesson 11
Use the Hints on this page to help you answer the questions.
1 In the second paragraph, the author says, “Snow sculpture is a
very difficult kind of sculpture to make.” Explain whether or not
you agree. Compare your opinion with Kim Wu’s point of view.
2 Which sentence from the review best describes the author’s point
of view on the results of the snow sculpture contest?
A “The town of Butler hosted its first Winter Fest this week.”
B “Some of the snow sculptures were nine feet tall!”
C “It was a copy of the White House in Washington, D.C.”
D “I didn’t like the snow sculpture that captured first prize.”
How does Kim Wu feel
about Winter Fest?
3 With which statement would the author most likely agree?
A Butler should hold another Winter Fest.
B Butler should not hold another Winter Fest.
C Winter Fest was crowded with tourists.
D Winter Fest did not have enough activities.
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Part 5: Common Core Practice
Lesson 11
Read the article about a symbol of freedom. Then answer the questions that follow.
from “Our Most Famous Immigrant”
by Nancy Whitelaw, Cobblestone
  1 America’s most famous immigrant arrived
here in 1885. She was packed in 214 boxes. She was
about 10 years old then. America had been waiting
nine years for her. She was the Statue of Liberty.
Her story begins long ago in France.
  2 It is April 1876. Frederic Auguste Bartholdi,
a French sculptor, has a problem. He has been
commissioned to complete a statue as a gift from
France to America for America’s 100th birthday.
  3 “July fourth, July fourth,” he mutters over
and over. “It can’t be done.”
Statue of Liberty, Liberty Island, New York City
  4 Plaster dust swirls through the air around the partly finished statue. Gobs of wet plaster
fall in heaps on the floor below it. Workmen climb up and down the scaffolds, hauling pails
of materials and tools.
  5 The noise is deafening. Men are shouting directions. Saws are rasping at ragged edges.
Mallets are clanging copper sheets into molds. Hammers are nailing wood strips together.
  6 An idea comes to Bartholdi. “I’ll finish the arm and torch. I’ll send them in time for the
4th of July so the Americans can at least imagine the whole statue.” This is no small present.
The hand alone is 16 feet high.
  7 When the arm and torch finally are completed, Bartholdi has them shipped to the
Philadelphia World’s Fair. The Americans are amazed and delighted. The sculptor feels some
relief that his art is appreciated. But he still has a great deal of work to do to finish building
the world’s largest statue.
  8 Finally, in 1884, she stands tall and proud. She looks over the rooftops of Paris, France.
She stays there until January 1885, while the Americans build a pedestal for her. Then,
Bartholdi orders his crew to dismantle the statue and pack her into boxes.
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Part 5: Common Core Practice
Lesson 11
  9 Two hundred fourteen boxes arrive at Bedloe’s Island in New York Harbor on June 17,
1885. A reporter opens some of the boxes. “I found one case that had just the eyebrows and
forehead,” he writes. “Another contained the left ear and some pieces of hair. One box that was
eight feet long held one of her curls.” Workmen in America assemble the statue—all 216 feet
of her—on an 89-foot-tall pedestal.
10 On October 18, 1886, crowds of cheering spectators gather at the shore to watch the
unveiling. The 300 boats in the harbor clear a path to the statue for President Grover Cleveland
and his party. Bartholdi, positioned high in the torch of the statue, pulls the cord to unveil the
face of the statue called Liberty Enlightening the World. Thousands cheer, wave banners, blow
whistles, sound sirens, beat drums, and ring bells.
Answer Form
Answer the questions. Mark your answers to
questions 1–3 on the Answer Form to the right.
1 A B C D
2 A B C D
3 A B C D
Number
Correct
3
1 Which sentence from the article best describes the author’s point of view on the
Statue of Liberty?
A “Her story begins long ago in France.”
B “Saws are rasping at ragged edges.”
C “Finally, in 1884, she stands tall and proud.”
D “A reporter opens some of the boxes.”
2 With which statement would the author of this article most likely agree?
A The Statue of Liberty has a fun and interesting history.
B The Statue of Liberty took 100 years to finish.
C The Statue of Liberty should have been much taller.
D The Statue of Liberty cost too much money to make.
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Part 5: Common Core Practice
Lesson 11
3 Read these sentences from paragraph 10 of the article.
Bartholdi, positioned high in the torch of the statue, pulls the cord to unveil
the face of the statue called Liberty Enlightening the World. Thousands
cheer, wave banners, blow whistles, sound sirens, beat drums, and ring bells.
Which word best describes the author’s point of view on the 1886 unveiling
of the Statue of Liberty?
Adisappointed
Bconfused
Cupset
Dexcited
4 An immigrant is a person who comes to a country to live there. In paragraph 1,
the author calls the Statue of Liberty “America’s most famous immigrant.”
Explain whether or not you agree. Compare your opinion with Nancy Whitelaw’s
point of view. Use two details from the article to support your response.
Self Check Go back and see what you can check off on the Self Check on page 85.
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Lesson 11
(Student Book pages 103–110)
Author’s Point of View
Theme: Works of Art
Lesson Objectives
tap students’ prior knowledge
•Determine an author’s point of view in an
informational text based on words and phrases
that signal the author’s opinion.
•Tell students that they will be working on a lesson
about author’s point of view in informational texts.
Explain that a point of view is the way someone
thinks or feels about something. When authors write
about a topic, they often express their own thoughts
and opinions about it. Their word choice might
reflect their dislike, disappointment, admiration, or
even excitement about the topic they’ve chosen.
•Distinguish the students’ own points of view from
the author’s point of view.
The Learning Progression
•Grade 2: CCSS RI.2.6 requires students to identify
what the author wants to answer, explain, or
describe as a way to understand the main purpose
of the text.
•Grade 3: CCSS RI.3.6 builds on the Grade 2
standard and introduces students to the concept
of point of view. They are required to understand
that text is created by an author who has a
particular point of view and purpose for writing.
Students also need to recognize the difference in
perspective between their own opinions and an
author’s point of view about a text topic.
•Grade 4: CCSS RI.4.6 expands on the concept of
point of view by asking students to compare and
contrast the focus and information provided in a
primary and secondary source on the same topic.
Prerequisite Skills
•Identify the main purpose of a text, including what
the author wants to answer, explain, or describe.
•Pose the question “What is your favorite season?”
Have students identify possible answers. (each of the
four seasons) Then take a class vote and tally
responses. Point out that each student’s answer to
the question is his or her point of view but that
opinions in the class differ. Have volunteers give
reasons to support their choices.
•Write the following on the board: “Summer is the
greatest season of the year. During summer, the
weather is wonderfully warm and sunny. Many
beaches and campgrounds are open for people to
enjoy.” Point out that greatest and wonderfully are
opinion words. Guide students to identify the
author’s point of view. (Summer is the best season.)
•Ask students if they remember reading a book where
the author’s point of view—how he or she felt about
the topic—was obvious. Share that movie and book
reviews are examples of texts where readers can
often tell the author’s point of view because their
purpose is to share an opinion.
•Answer questions to demonstrate understanding
of key details in a text.
Teacher Toolbox
Teacher-Toolbox.com
Prerequisite
Skills
✓
Ready Lessons
Tools for Instruction
CCSS Focus
RI.3.6
✓
Interactive Tutorials
RI.3.6 Distinguish their own point of view from that of the author of a text.
ADDITIONAL STANDARDS: R I.3.1; RI.3.2; RI.3.3; RI.3.4; RI.3.7; W.3.1; W.3.7; SL.3.1; SL.3.3; SL.3.4; SL.3.5; L.3.2.a; L.3.2.f; L.3.4.a;
L.3.4.b (See page A39 for full text.)
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Part 1: Introduction
Lesson 11
At a glance
Students will identify two points of view shown in a
cartoon. They will then compare their point of view
to the point of view of a character in the cartoon.
step by step
•Together, read and discuss the description of point
of view. Ask students to identify clues, or evidence,
related to each person’s feelings about listening to
loud music in the cartoon panels.
•Explain that the chart organizes details about the
characters’ points of view. Note how the details
reflect each person’s feelings. For example, the detail
about the boy’s smile supports an inference that he
enjoys loud music. Have students infer the father’s
point of view and complete the chart.
•Guide students in writing about their feelings
regarding loud music and in naming the character
who most closely shares their point of view. If
necessary, ask: “If you hear loud music, how does it
make you feel?”
•Finally, read and discuss the last paragraph. Point
out how opinion words, such as the examples, signal
an author’s point of view. The words serve as clues
about his or her personal feelings. Stress that an
author may express a personal opinion but that
readers should develop their own points of view.
•Ask students to share real-life instances when they
needed to express their point of view about their
choice of a favorite book or board game.
Genre Focus
Informational Text: Review
Tell students that in this lesson they will read two
informational articles called reviews. A review
evaluates a book, movie, musical piece, work of art, or
other cultural product or event experienced or
researched by the writer. A review often exhibits the
following characteristics:
•It provides the writer’s point of view as well as a
description or summary of the event or product.
•It includes facts and details that explain or describe
the subject of the review. They may serve as reasons
that support the writer’s point of view.
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Lesson 11
Part 1: Introduction
Author’s Point of view
ccSS
RI.3.6: Distinguish their own point of view
from that of the author of a text.
Theme: Works of Art
What is your point of view about hip-hop music? Do your friends agree with you? Your
point of view is the way you think or feel about something. Your friends may feel the
same way or have different ideas. Not everyone will share your point of view about
hip-hop music—or about other ideas, either. How boring would that be?
Look at the cartoon below. how does each person feel about the loud music?
This is my
favorite song.
Turn that noise down!
Why does the singer
have to yell?
Read through the chart below. complete it by telling the father’s point of view.
Person
Details
Boy
• smiles
• turns up sound
Father
• covers his ears
• calls the music noise
Point of view
enjoys the loud music
doesn’t enjoy loud music
how do you feel about loud music? which character most closely shares your
point of view?
Responses will vary.
Authors often give their points of view about topics they explain or describe. They do
this by using opinion words such as best, worst, beautiful, like, dislike, feel, and believe. As
you read, try to figure out the author’s feelings by noticing these types of word clues.
Then form your own point of view about the topic.
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•Reinforce the value of identifying the author’s point
of view in a text as a reading strategy. Share an
example of when you figured out the author’s point
of view in a book and realized that he or she was not
presenting an objective picture of an important issue.
This discovery enabled you to evaluate and disagree
with many points the author made.
•The writer reveals his or her point of view about the
event or cultural product by expressing personal
judgments and responses.
Based on these characteristics, have students discuss
a book or movie review they have read. What was the
review about? What was the author’s opinion? Stress
that a review expresses a point of view but usually
does not try to convince readers to share that opinion.
Explain to students that the reviews in this lesson
describe the writers’ opinions about sculptures they
have seen, including nine bronze statues based on
Make Way for Ducklings, a famous children’s book.
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Lesson 11
Part 2: Modeled Instruction
at a glance
Students read a review about a famous sculpture and
use clues in the text to figure out the author’s point
of view.
step by step
•Remind students that they just identified different
points of view in a cartoon. Tell students that on this
page they will use word clues from the text to figure
out an author’s point of view.
•Read aloud “Make Way for the Mallard Family.”
•Read aloud the question, “What is the author’s point
of view on the sculpture of Mrs. Mallard and her
ducklings?” Then tell students you will use a Think
Aloud to demonstrate a way of answering it.
Think Aloud: The author does not state her point of
view about the sculpture, but the words she uses are
clues that can help me figure out her feelings. In the
first paragraph, she describes the sculpture as
“delightful” and as a “treasured landmark,” which
makes me think she likes it. What other words in the
next paragraph suggest her point of view?
Part 2: modeled Instruction
Lesson 11
Read the start of a review to learn about the author’s point of view on a sculpture.
Genre: Review
Make Way for the Mallard Family
by Jessie Green
Make Way for Ducklings is a children’s book by Robert McCloskey. In it, a mother and
her eight ducklings walk to a park in Boston, Massachusetts. Today, a delightful bronze
sculpture of Mrs. Mallard and her ducklings stands in Boston’s Public Garden. Almost as
popular as the book, this treasured landmark seems to bring the duck family to life!
Nancy Schön made this charming creation in 1987. It is a series of nine adorable statues.
Mrs. Mallard, Jack, Quack, and the other ducklings proudly parade in a row. Children
touch, pet, and cuddle these life-like statues so often that they never need to be polished.
(continued)
explore how to answer this question: “What is the author’s point of view about the sculpture of
Mrs. Mallard and her ducklings?”
The author does not directly tell you how she feels about the sculpture. But you can look
for word clues in the review to figure out her point of view about her topic.
complete the chart. Add opinion words that the author uses to describe the sculpture. Two
word clues are provided for you. write two more clues in the left column.
words Describing the Sculpture
Author’s Point of view on the Sculpture
• “delightful bronze sculpture”
• “treasured landmark”
• “charming creation”
She admires, or truly likes, the sculpture.
• “adorable statues”
In your own words, write about the author’s point of view on the sculpture. explain how
words such as “treasured landmark” help you figure out her feelings. use the chart for help.
See sample response.
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•Have students underline additional opinion words.
•Direct students to the chart and ask where they’ve
seen a similar chart before. Explain that it gives clues
from the text and the author’s point of view. Note the
two clues from paragraph 1.
Think Aloud: In the second paragraph, the author
gives more information about the sculpture. She also
calls it a “charming creation.” Then she says it has
“adorable statues.” These opinion words are more clues
that support my idea about the author’s point of view.
•Have students add the clues to the chart.
Think Aloud: I know that words such as delightful,
treasured, and charming suggest positive feelings. Based
on these clues, I can figure out that the author likes and
admires the famous sculpture.
•Direct students’ attention to the point of view in
the second column of the chart. Review how the
statement of the author’s point of view is supported
by the opinion words used by the author.
•Finally, have students write about the author’s point
of view on the sculpture. Allow time for sharing.
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ELL Support: Compound Words
•Explain that a compound word is made up of two
smaller words. Remind students that often they can
use the meanings of the two smaller words to help
them figure out the meaning of the compound word.
•Guide students to identify the two smaller words
in tablecloth. Together, talk about the meaning of
the word table. (“a piece of furniture”) Discuss the
meaning of the word cloth. (“a soft material”) Now
ask students what they think the word tablecloth
means. (“a material that covers a table”)
•Caution students that the strategy does not always
work. Some compound words have meanings that
differ from the two smaller words. Ladybug, for
example, does not mean “a lady who is a bug.”
•Point to the compound word landmark in
paragraph 1. Work together to figure out its
meaning in the passage. (“an important and
well-known object or feature located in a particular
place on land”) (L.3.2.f)
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Lesson 11
Part 3: Guided Instruction
At a Glance
Students continue reading about the famous sculpture.
They answer a multiple-choice question, determine
their feelings about the sculpture, and compare their
point of view to the author’s.
Step by Step
•Tell students that they will continue reading the
author’s review of the famous sculpture in Boston.
Part 3: guided Instruction
Lesson 11
continue reading the review. use the close Reading and
the hint to help you answer the question.
Genre: Text
close Reading
(continued from page 104)
circle opinion words
and phrases that help
you understand the
author’s point of view
about the person who
took Pack.
A greedy thief stole Pack, one of the ducklings, in 2009. The
cowardly criminal snapped the bird off at its webbed feet.
This senseless attack angered many people. Boston’s Mayor
Menino said, “This act is not a prank, it is a crime.”
Fortunately, the missing statue was found four blocks away.
It was leaning against a tree. The surprised residents who
found the stolen duckling returned it immediately. Soon,
Pack was back where he belonged, waddling in the parade.
•Close Reading will help students identify clues in the
text that signal the author’s point of view about the
person who stole Pack. The Hint will help them
analyze the opinion words in order to figure out the
author’s point of view and select the best answer.
•Have students read the passage and circle opinion
words that help them understand the author’s point
of view about the thief, as directed by Close Reading.
•Ask volunteers to share the words and phrases they
circled. Discuss why those words signal an opinion.
If necessary, ask: “What does greedy mean? Can you
prove a person is greedy, or is this a thought about
the person that cannot be proven right or wrong?”
hint
circle the correct answer.
What do the words you
circled in the passage
tell about the author’s
feelings?
Answer Analysis
Choice A is incorrect. The passage does not give any
clues to suggest the author believes the thief is worried.
Choice B is incorrect. The author calls the act senseless, a
word opposite in meaning to the word thoughtful.
Choice C is correct. Words such as greedy and senseless
attack suggest that the author thinks the thief is mean.
Choice D is incorrect. The author does not use any words
to suggest that she thinks the thief is clever.
ERROR ALERT: Students who did not choose C
may not understand that opinion words such as
greedy and cowardly signal a negative point of
view. The words thoughtful and clever suggest
positive feelings.
100
A She thinks this person is worried.
b
She thinks this person is thoughtful.
c
She thinks this person is mean.
D She thinks this person is clever.
Show your Thinking
What is your point of view about the sculpture of Mrs. Mallard and the ducklings? Is it similar
to or different from the author’s point of view? Use details from the passage to tell why.
Responses will vary.
With a partner, share your point of view about the person who took Pack. Use details
from the passage to tell how your feelings are similar to or different from the author’s
point of view.
L11: Author’s Point of View
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•Have students circle the answer to the question,
using the Hint to help. Then have them respond to
the prompt in Show Your Thinking. Place students
into pairs to discuss the Pair Share question. Remind
students that their point of view is separate from the
author’s point of view, even if they are in agreement.
What is the author’s point of view on the person who took Pack?
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Tier Two Vocabulary: Prank
•Say, “On April Fool’s Day, Mom played a prank on
us by serving slices of plastic cake for dessert.” Ask
students what they think the word prank means.
(a sneaky trick or joke; usually something done to
surprise or amuse others but hurtful to no one)
•Direct students to the fourth sentence of the
passage on page 105 and read it aloud. Ask, “What
word does the mayor use that contrasts with the
word prank?” (a crime) Discuss how this contrast
helps students understand the meaning of the
word prank. (A prank is not usually a serious or
unlawful action; it’s meant to be fun. The stealing of
the statue was not a prank because it was illegal, or
a crime.) (RI.3.4; L.3.4.a)
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Lesson 11
Part 4: Guided Practice
at a glance
Students read a passage twice about a snow sculpture
contest. After the first reading, ask students three
questions to check their comprehension of the passage.
Part 4: guided Practice
Lesson 11
Read the review. use the Study buddy and the close Reading to guide your reading.
Genre: Review
Snow Sculpture Contest
step by step
•Have students read the passage silently without
referring to the Study Buddy or Close Reading text.
•Ask the following questions to ensure comprehension
of the passage:
1
Which sculptures won prizes? (The sculpture of the
White House won third prize, the dragon sculpture won
second prize, and the covered wagon sculpture won
first prize.)
•Have students read the Study Buddy think aloud. Ask
why the Study Buddy’s strategy will be helpful to
them as they read about the snow sculpture contest.
Tip: Explain that students are not expected to agree
with an author’s point of view. After they figure out
the author’s point of view, they may decide that they
disagree. For example, they might decide that making
a covered wagon sculpture is more impressive than a
dragon because a wagon is an actual object and must
look realistic. A dragon, however, is imaginary and
can be carved into a variety of different forms.
•Have students reread the review and follow the
directions in the Close Reading.
Tip: Make sure students can distinguish between facts
and opinions. Point out that in paragraph 5, “It was a
covered wagon” is a fact that can be checked for
accuracy. The sentence “The team of carvers made the
wagon wheels too small” is an opinion that tells how
the author feels about the size of the wheels.
•Finally, have students answer the questions on
page 107, looking back at the passage as needed.
When students have finished, use the Answer
Analysis to discuss correct and incorrect responses.
L11: Author’s Point of View
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The town of Butler hosted its first Winter Fest this week.
The highlight of the outdoor event was the snow sculpture
Since this passage is a
review, it will give the
author’s point of view
about the contest. As I
read, I’ll figure out his
feelings, and I’ll also
form my own opinions.
contest. Teams of snow carvers worked tirelessly to create
remarkable works of art that delighted the crowds.
2
Snow sculpture is a very difficult kind of sculpture to
make. Teams of snow carvers made impressive sculptures
from huge blocks of snow. Each team used only hand tools,
such as shovels and cheese graters. For a whole day, they cut
away packed snow from the heavy blocks. By late afternoon,
these snow artists had created amazing sculptures. Some of
What is the passage mostly about? (a Winter Fest
contest in which people made snow sculptures and were
judged on them)
How were the snow sculptures created for the
contest? (Teams of contestants spent the day carving
out large, detailed sculptures from big blocks of snow.)
by Kim Wu
the snow sculptures were nine feet tall!
3
My favorite snow sculpture won second prize. This
sculpture of a giant dragon looked fierce. It had detailed
scales, a pair of giant wings, and a long tail. How funny
that the dragon breathed fire made of snow!
close Reading
Why doesn’t Kim Wu
like the sculpture that
won first prize? circle
sentences that explain
why he didn’t like this
sculpture.
What is Kim Wu’s
opinion of Winter Fest?
underline sentences
that give clues about his
point of view.
106
4
The snow sculpture that won third prize was a good
choice by the judges. It was a copy of the White House
in Washington, D.C.
5
I didn’t like the snow sculpture that captured first prize.
It was a covered wagon. The team of carvers made the
wagon wheels too small! They made other mistakes, too.
6
I was disappointed that my favorite sculpture did not win
the grand prize. But Butler’s first Winter Fest was still a
great success. The weather was perfect. I can’t wait to see
more amazing snow sculptures at Winter Fest next year!
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Tier Two Vocabulary: Impressive
•Tell students that when you impress someone,
you make that person admire and feel respect for
you. Something that impresses you has a strong
effect on your thoughts or feelings.
•Ask students to describe times when they
impressed someone or someone impressed them,
possibly by creating a piece of art or by achieving a
personal goal that was remarkable or outstanding.
•Write the word impressive on the board. Point out
that by adding the suffix -ive, the verb impress
becomes an adjective, or a describing word. Tell
students that the suffix -ive means “having the
quality of” or “tending to.” Ask students to find
the word impressive in paragraph 2. Work with
them to determine that in this context it means
“a quality in something that causes or produces
admiration and respect.” (RI.3.4; L.3.4.b)
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Lesson 11
Part 4: Guided Practice
step by step
Part 4: guided Practice
•Have students read and respond to questions 1–3,
using the Hints to help them answer those questions.
use the hints on this page to help you answer the questions.
hints
Tip: If students have trouble answering question 1,
. work with them to analyze the author’s description
of how snow sculptures are made in paragraph 2.
Also ask students to name details the author uses to
describe each of the prize-winning sculptures.
Lesson 11
Reread the paragraph
to look for details
about making snow
sculptures. Also find
word clues about the
author’s point of view.
1 In the second paragraph, the author says, “Snow sculpture is a
Which statement best
tells Kim Wu’s feelings
about a prize winner in
the contest?
2 Which sentence from the review best describes the author’s point
very difficult kind of sculpture to make.” Explain whether or not
you agree. Compare your opinion with Kim Wu’s point of view.
See sample response.
•Discuss with students the Answer Analysis below.
Answer Analysis
1 Sample response: I agree with Kim Wu that snow
sculpture is a very difficult kind of sculpture to
make. First, snow is cold, and it melts quickly. Also,
it takes lots of work to carve and shape blocks of
snow even if you have the right tools. I think it
would be hard to make a snow sculpture that looks
good enough to win a contest.
reteaching
How does Kim Wu feel
about Winter Fest?
Opinions
“Winter Fest was still a great
success.”
“I can’t wait to see more
amazing snow sculptures at
Winter Fest next year!”
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Point of View
The author enjoyed Winter
Fest very much and wants
the town to hold another
one next year.
b
“Some of the snow sculptures were nine feet tall!”
c
“It was a copy of the White House in Washington, D.C.”
3 With which statement would the author most likely agree?
A Butler should hold another Winter Fest.
b
Butler should not hold another Winter Fest.
c
Winter Fest was crowded with tourists.
D Winter Fest did not have enough activities.
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107
Integrating Standards
Use these questions to further students’ understanding
of “Snow Sculpture Contest.”
1 What is the main idea of “Snow Sculpture
Contest”? Which key details support this main
idea? (RI.3.2)
Use a graphic organizer to verify the correct answer to
question 3. Draw the graphic organizer below, leaving
the boxes blank. Work with students to fill in the boxes
by identifying details from the passage. Sample
responses are provided.
A “The town of Butler hosted its first Winter Fest this week.”
D “I didn’t like the snow sculpture that captured first prize.”
2 The correct choice is D. This sentence states the
author’s point of view with the opinion words didn’t
like. Choices A, B, and C are not correct because
these sentences provide facts about Winter Fest or
the snow sculpture contest but do not include
opinion words that suggest Kim Wu’s point of view.
3 The correct choice is A. In paragraph 6, the author
says, “I can’t wait to see more amazing snow
sculptures at Winter Fest next year!” This comment
helps the reader figure out Kim Wu’s positive
attitude toward the event. Choices B, C, and D are
not correct because none of these statements are
supported by the author’s opinions in the review.
of view on the results of the snow sculpture contest?
The main idea is that a fun snow sculpture contest
was held during Butler’s Winter Fest. The author’s
favorite sculpture was a dragon, and it won second
prize. A covered wagon sculpture won first prize.
The author liked the Winter Fest and wants there
to be another one next year.
2 Why does the author think the covered wagon
should not have won first prize? (RI.3.1)
He claims that the carvers made the wagon wheels too
small, and he points out that they made other
mistakes, too. Also, his description of the dragon
sculpture suggests he thinks it’s more interesting.
L11: Author’s Point of View
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Lesson 11
Part 5: Common Core Practice
Part 5: common core Practice
Read the article about a symbol of freedom. Then answer the questions that follow.
from “Our Most Famous Immigrant”
by Nancy Whitelaw, Cobblestone
3
“July fourth, July fourth,” he mutters over
and over. “It can’t be done.”
Lesson 11
9
Two hundred fourteen boxes arrive at Bedloe’s Island in New York Harbor on June 17,
1885. A reporter opens some of the boxes. “I found one case that had just the eyebrows and
forehead,” he writes. “Another contained the left ear and some pieces of hair. One box that was
eight feet long held one of her curls.” Workmen in America assemble the statue—all 216 feet
of her—on an 89-foot-tall pedestal.
10
On October 18, 1886, crowds of cheering spectators gather at the shore to watch the
unveiling. The 300 boats in the harbor clear a path to the statue for President Grover Cleveland
and his party. Bartholdi, positioned high in the torch of the statue, pulls the cord to unveil the
face of the statue called Liberty Enlightening the World. Thousands cheer, wave banners, blow
whistles, sound sirens, beat drums, and ring bells.
1
America’s most famous immigrant arrived
here in 1885. She was packed in 214 boxes. She was
about 10 years old then. America had been waiting
nine years for her. She was the Statue of Liberty.
Her story begins long ago in France.
2
It is April 1876. Frederic Auguste Bartholdi,
a French sculptor, has a problem. He has been
commissioned to complete a statue as a gift from
France to America for America’s 100th birthday.
Part 5: common core Practice
Lesson 11
Answer Form
Answer the questions. Mark your answers to
questions 1–3 on the Answer Form to the right.
Statue of Liberty, Liberty Island, New York City
4
Plaster dust swirls through the air around the partly finished statue. Gobs of wet plaster
fall in heaps on the floor below it. Workmen climb up and down the scaffolds, hauling pails
of materials and tools.
1
3
Which sentence from the article best describes the author’s point of view on the
Statue of Liberty?
B
“Saws are rasping at ragged edges.”
C “Finally, in 1884, she stands tall and proud.”
6
An idea comes to Bartholdi. “I’ll finish the arm and torch. I’ll send them in time for the
4th of July so the Americans can at least imagine the whole statue.” This is no small present.
The hand alone is 16 feet high.
8
Finally, in 1884, she stands tall and proud. She looks over the rooftops of Paris, France.
She stays there until January 1885, while the Americans build a pedestal for her. Then,
Bartholdi orders his crew to dismantle the statue and pack her into boxes.
Number
correct
A “Her story begins long ago in France.”
5
The noise is deafening. Men are shouting directions. Saws are rasping at ragged edges.
Mallets are clanging copper sheets into molds. Hammers are nailing wood strips together.
7
When the arm and torch finally are completed, Bartholdi has them shipped to the
Philadelphia World’s Fair. The Americans are amazed and delighted. The sculptor feels some
relief that his art is appreciated. But he still has a great deal of work to do to finish building
the world’s largest statue.
1 A B C D
2 A B C D
3 A B C D
D “A reporter opens some of the boxes.”
2
With which statement would the author of this article most likely agree?
A The Statue of Liberty has a fun and interesting history.
B
The Statue of Liberty took 100 years to finish.
C The Statue of Liberty should have been much taller.
D The Statue of Liberty cost too much money to make.
108
L11: Author’s Point of View
L11: Author’s Point of View
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109
at a glance
answer analysis
Students independently read a longer passage and
answer questions in a format that provides test practice.
1 Choice C is correct. The words tall and proud reflect
how the author feels about the Statue of Liberty.
Choices A and B are not correct because these
sentences state facts about the making of the
sculpture and do not help the reader figure out
the author’s point of view. Choice D is not correct
because this sentence states a fact about the arrival
of the Statue of Liberty in the United States but
does not give the reader clues about the author’s
point of view. (DOK 3)
step by step
•Tell students to use what they have learned about
reading closely and figuring out the author’s point
of view to read the passage on pages 108 and 109.
•Remind students to underline or circle opinion
words and phrases that help them figure out the
author’s point of view. Point out that students
should also consider their personal point of view
about the topic.
•Tell students to answer the questions on pages 109
and 110. For questions 1–3, they should fill in the
correct circle on the Answer Form.
•When students have finished, use the Answer
Analysis to discuss correct responses and the reasons
for them. Have students fill in the number correct
on the Answer Form.
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Theme Connection
•How do all the passages in this lesson relate to the
theme of works of art?
•What is one fact or idea you learned about
creating sculptures or statues from each passage?
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Lesson 11
Part 5: Common Core Practice
2 Choice A is correct. The author’s detailed
description of the history of the Statue of Liberty
shows a strong interest in the statue’s origins, its
construction, and its unveiling in New York harbor.
The author uses present tense to make the story of
the Statue of Liberty come alive. Choice B is not
supported by details in this passage. Choices C and
D are not correct because they state opinions that
the author does not express in the passage. (DOK 3)
Part 5: common core Practice
3
Lesson 11
Read these sentences from paragraph 10 of the article.
Bartholdi, positioned high in the torch of the statue, pulls the cord to unveil
the face of the statue called Liberty Enlightening the World. Thousands
cheer, wave banners, blow whistles, sound sirens, beat drums, and ring bells.
Which word best describes the author’s point of view on the 1886 unveiling
of the Statue of Liberty?
A disappointed
B
confused
C upset
3 Choice D is correct. Details about the crowd’s
reactions in the last paragraph of the passage
capture the author’s feeling of excitement when
the face of the statue is first revealed. Choices A, B,
and C are not correct because these feelings are not
supported by details in this paragraph. (DOK 3)
D excited
4
An immigrant is a person who comes to a country to live there. In paragraph 1,
the author calls the Statue of Liberty “America’s most famous immigrant.”
Explain whether or not you agree. Compare your opinion with Nancy Whitelaw’s
point of view. Use two details from the article to support your response.
See sample response.
4 Sample response: I agree with the author’s point
of view that the Statue of Liberty is America’s most
famous immigrant. The huge statue was built in
France but stands in America now. It was famous
even before it arrived in New York. Then reporters
wrote about it, and crowds gathered just to watch
its face being uncovered. Ever since then, the statue
in New York harbor has been a symbol of freedom. I
can’t think of another immigrant who has been so
famous to Americans for so long. (DOK 3)
Self check Go back and see what you can check off on the Self Check on page 85.
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Integrating Standards
Use these questions and tasks as opportunities to
interact with “Our Most Famous Immigrant.”
1 Why was the Statue of Liberty built by a French
sculptor in France? (RI.3.1)
The Statue of Liberty was “a gift from France to
America for America’s 100th birthday.”
2 What happened after the Statue of Liberty was
finished in 1884? Describe the sequence of events.
(RI.3.3)
In 1884, the statue stood in France until the Americans
had built a pedestal for it. Then in January of 1885, the
French crew took apart the statue, put it into boxes,
and shipped them to the United States. The boxes
arrived on June 17, 1885. Next, the Americans put the
statue back together. In October 1886, the statue was
revealed to the public.
3 How does the photo in this passage help you to
better understand the text? (RI.3.7)
104
The photo helps me see what the finished Statue of
Liberty looks like. From it, I can tell that the arm and
torch are very big. This helps me to understand why
the author says that sending just the arm and torch
was “no small present.”
4 Reread paragraph 10. The prefix un- can mean
“the reverse or opposite of.” Based on this meaning
and the context, what does unveil mean? (RI.3.4;
L.3.4.a; L.3.4.b)
Unveil means to “reverse the cover of” or “to uncover.”
In this paragraph, the face of the statue is revealed, or
shown, to the public.
5 Discuss in small groups: Review your answers to
question 4 on page 110. How are the opinions of
the people in your group similar and different?
(SL.3.1)
Discussions will vary. Encourage students to share their
responses with the group. Did everyone in the group
have the same opinion? How were the opinions different
from each other and from the author’s point of view?
L11: Author’s Point of View
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Lesson 11
Additional Activities
Writing Activities
Review an Event (W.3.1)
•Have students reread “Snow Sculpture Contest.” Point out that the author not only summarizes what
happened at Winter Fest but also includes his point of view about the event.
•Ask students to write their own review of an event they have attended. It could be an event that happened
at school or in the local community. It could also be a movie students have seen. Remind them to support
their opinion about the event with reasons. Allow time for students to share their reviews with the class.
Capitalization of Titles (L.3.2.a)
•Use the passage title on page 104 to explain the use of capital letters in titles. Point out that the first word in a
title always begins with a capital letter. Then say that nouns, verbs, and other important words in titles also
begin with capital letters. Ask students to identify words in the passage title with initial capital letters. (Make,
Way, Mallard, Family) Point out that the words for and the are not capitalized because they are less important.
Reinforce the use of capital letters in titles by discussing their use in the book title in sentence 1.
•Encourage students to identify the words that begin with a capital letter in each passage title in this lesson.
•Have students write three possible titles for their review of an event using correct capitalization.
listening activity (SL.3.3)
media activity (SL.3.5)
Listen Closely/Ask and Answer Questions
Be Creative/Draw a Statue
•After reading “Snow Sculpture Contest” aloud,
ask small groups of students to ask and answer
questions about the text.
•Have students review the photo of the Statue of
Liberty on page 108. Remind them that this statue
is a symbol of liberty, or freedom.
•Each student should answer the previous student’s
question and then ask a new question that can be
answered by the text. Students should listen closely
to one another as they take turns.
•Invite students to draw the design for a statue that
represents a concept important to them, such as
fairness or bravery.
discussion activity (SL.3.1)
•Have students exchange drawings and explain
what the statues represent.
Talk in a Group/Talk About the Importance of Art
research activity (SL.3.4; W.3.7)
•Ask students to recall details from the review
about the Make Way for Ducklings sculpture.
Research and Present/Give a Presentation
•Have students form small groups to find passage
details that suggest why this statue is important to
the author. Then have them discuss why the statue
means so much to the author and many others.
•Appoint one member of each group to take notes.
Allow 10–15 minutes for discussion. Then have
each group share its results with the class.
L11: Author’s Point of View
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•Review the article “Our Most Famous Immigrant.”
Then ask students to research another famous
U.S. statue, such as Mount Rushmore, Iwo Jima,
or the Lincoln Memorial.
•Have students take notes about why and how the
statue was built and where it is located.
•Then have students write reports about their
findings, including their opinions on the statue.
Have students give oral presentations to the class.
105