4th Edition
ACT MASTERY ®
Reading
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2017-18Manual Edition Teacher
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ACT Mastery Reading
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Teacher Manual
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4th Edition
MasteryPrep
ACT is the registered trademark of ACT Inc. MasteryPrep LLC has no affiliation with ACT Inc., and the ACT Mastery program is not approved or endorsed by ACT Inc. ®
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Table of Contents Lesson 1: Locate Part 1................................................................................................................... 11 Lesson 2: Locate Part 2................................................................................................................... 39 Lesson 3: Locate Part 3................................................................................................................... 65
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Lesson 4: Drawing Conclusions Part 1.......................................................................................... 101 Lesson 5: Drawing Conclusions Part 2.......................................................................................... 125 Lesson 6: Intent and Purpose........................................................................................................ 155
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Lesson 7: Interpret Words and Phrases Part 1.............................................................................. 187 Lesson 8: Interpret Words and Phrases Part 2.............................................................................. 215 Lesson 9: Analyze Word and Phrase Choices............................................................................... 245 Lesson 10: Supporting Claims....................................................................................................... 273 Lesson 11: Relate to Passage as a Whole..................................................................................... 301 Lesson 12: Summarize Key Ideas and Details Part 1.................................................................... 329 Lesson 13: Summarize Key Ideas and Details Part 2.................................................................... 363 Lesson 14: Paraphrase.................................................................................................................. 391
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Lesson 15: Point of View................................................................................................................ 417 Lesson 16: Compare Two Texts..................................................................................................... 443 Lesson 17: Reading Strategy......................................................................................................... 467 Lesson 18: Reading Pacing........................................................................................................... 507
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Lesson 6 – Intent and Purpose
Intent and Purpose This lesson will cover identifying the purpose of sentences, paragraphs, and passages that appear on the ACT reading test. Students will learn how to focus on main ideas as well as how modes of writing relate to the author’s purpose on the ACT. ACT Standards: PPV 201. Recognize a clear intent of an author or narrator in somewhat challenging literary narratives PPV 301. Recognize a clear intent of an author or narrator in somewhat challenging passages
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PPV 401. Identify a clear purpose of somewhat challenging passages and how that purpose shapes content and style PPV 501. Infer a purpose in somewhat challenging passages and how that purpose shapes content and style
PPV 502. Identify a clear purpose of more challenging passages and how that purpose shapes content and style PPV 601. Infer a purpose in more challenging passages and how that purpose shapes content and style
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PPV 701. Identify or infer a purpose in complex passages and how that purpose shapes content and style
Lesson 6
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Intent and Purpose
Intent and Purpose
Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT® Practice
Exit Ticket
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6.1 Entrance Ticket >> Have students try the following three ACT practice questions. Students should
ACT Mastery Reading ®
work independently. Once the entrance ticket has been completed, review the questions with the students and have them share their answers. Give students the correct answers to the questions, as well as a step-by-step demonstration of how to solve the problems, but do not go into detailed explanation. This will serve as an introduction to the lesson content but is not intended to be the main lesson.
6.1 Entrance Ticket Read the passage and answer the following questions.
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Young was a native of Bern, Idaho, but eventually moved to Los Angeles, and it was there that Young would immerse himself in the jazz world. Young would go on to study composition under notable pioneers of electronic music. The genesis of his distinctive style came through his discovery of the works of John Cage. This inspiration would find Young situated as a polarizing figure in the avant-garde scene of 1960s New York.
Entrance Ticket
Learning Targets
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His original influence, though, came from his early days in Bern. His earliest memory of sound, he recalled, was the sound of the wind blowing around his family’s log cabin. Young himself considers The Well-Tuned Piano his masterpiece. This proved to be a catalyst in his merging of performance art and music, with the audience being surrounded by what they described as “pure and intense color sensations” generated by magenta lights installed in the performance space. Young’s mixture of tuning and intonation within the mechanics of the piece, as well as the performance space it occupied, created a unique experience for the audience. Narrative in music has always existed— whether it’s Reich commenting on his Jewish heritage, the motion picture soundtracks of Glass, or the memories conjured up by Young that manifest themselves in stories told completely through sound. The introduction of narrative is evident in Young’s work, as it is in the works of Reich and Glass. The difference is that in Young’s work, the audience finds itself with one collective foot in reality and the other in something completely different. The installations that Young creates not only derive from a personal narrative within himself but also leave enough of a void for the audience members to fill with their own experiences and emotions. Whatever space they may be occupying at that moment in time is completely dissolved by sound and light, and this cross-pollination of music and performance art gives way to something that is otherworldly.
Purpose and Main Idea
Modes of Writing
ACT Practice
1. The correct answer is C. Choices A and D are incorrect because the passage focuses primarily on one composer, La Monte Young. Choice B is incorrect because the passage focuses on the life of La Monte Young, not minimalism in music in New York generally. Choice C is correct because the passage examines La Monte Young, specifically how he deserves his place alongside Glass and Reich, as mentioned in the first paragraph.
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It is universally accepted that Steve Reich and Phillip Glass are the composers responsible for giving a distinct narrative voice to the minimalist music of the 20th century. They both drew from their own heritages and experiences in ways that had never been heard before. However, many musical historians agree that La Monte Young, with his unique approach to minimalism, deserves his place alongside Glass and Reich. Although his contemporaries were more popular, La Monte Young was a pioneer in the development of drone music and performance art. He differed from others in that he used elements of proto-fluxus compositions to create something more akin to performance art pieces. His work would later come with directions, such as “draw a straight line and follow it,” or instruct listeners to build a fire, among other unusual requests. But the question that critics and audiences posed was where to draw the line between music and performance art. Or did La Monte Young stumble across a new way to merge the two?
Sum It Up
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Lesson 6 – Intent and Purpose
6.1 Entrance Ticket 1.
The main purpose of the passage is to: A. explore the relationship between narrative and performance space in the works of three minimalist composers. B. examine the influence of minimalism on the New York music scene, using one composer as an example. C. discuss how one minimalist composer deserves more recognition for his contributions to his genre. D. rate the various levels of importance of three 20th century minimalist composers.
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In the context of the passage, the main purpose of the first paragraph is to: F. introduce the reader to Young’s style before elaborating on the influences that shaped it. G. relate Young’s professional aspirations to his rivalries with other minimalist composers in New York. H. provide specific details of Young’s professional success before comparing him to other composers. J. describe Young’s relationship to his audience in order to understand why he strived for success in performance art.
Entrance Ticket
Learning Targets
3.
Purpose and Main Idea
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The passage’s author most likely mentions the performances of The Well-Tuned Piano to: A. provide an anecdote about a performance gone bad in an otherwise dry and technical passage. B. suggest that Young’s combination of music and performance art was able to transport audiences. C. point out Young’s ability to drastically change his style from one performance to the next. D. encourage the readers to listen to famous minimalist compositions of the 20th century.
Modes of Writing
ACT Practice
Sum It Up
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6.1 Entrance Ticket 1.
The main purpose of the passage is to:
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A. explore the relationship between narrative and performance space in the works of three minimalist composers. B. examine the influence of minimalism on the New York music scene, using one composer as an example. C. discuss how one minimalist composer deserves more recognition for his contributions to his genre. D. rate the various levels of importance of three 20th century minimalist composers.
Entrance Ticket
Learning Targets
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Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
Lesson 6 – Intent and Purpose
6.1 Entrance Ticket
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2. The correct answer is F. Choice G is incorrect because the first paragraph does not discuss Young’s rivalries with other minimalist composers. Choice H is incorrect because while the paragraph does discuss elements of Young’s work, it does not describe his successes. Choice J is incorrect because while the passage does discuss some interactions between Young and his audience, it does not primarily focus that relationship. Choice F is correct because the first paragraph is mostly about Young’s style and serves as a precursor to the discussion of his influences in later paragraphs.
6.1 Entrance Ticket
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In the context of the passage, the main purpose of the first paragraph is to:
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F. introduce the reader to Young’s style before elaborating on the influences that shaped it. G. relate Young’s professional aspirations to his rivalries with other minimalist composers in New York. H. provide specific details of Young’s professional success before comparing him to other composers. J. describe Young’s relationship to his audience in order to understand why he strived for success in performance art.
Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
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6.1 Entrance Ticket
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3. The correct answer is B. Choice A is incorrect because The Well-Tuned Piano is described as a masterpiece in the third paragraph. Choice C is incorrect because the passage does not discuss how Young’s style changed from one performance to the next. Choice D is incorrect because the passage focuses primarily on Young, not on minimal composition in general. Choice B is correct because the third paragraph described The Well-Tuned Piano as the catalyst in his merging of performance art and music and a unique experience for the audience.
6.1 Entrance Ticket
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The passage’s author most likely mentions the performances of The Well-Tuned Piano to:
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A. provide an anecdote about a performance gone bad in an otherwise dry and technical passage. B. suggest that Young’s combination of music and performance art was able to transport audiences. C. point out Young’s ability to drastically change his style from one performance to the next. D. encourage the readers to listen to famous minimalist compositions of the 20th century.
Entrance Ticket
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Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
Lesson 6 – Intent and Purpose
6.2 Learning Targets >> Review learning targets with your students, displayed on the slide and in their workbooks. >> After reviewing the learning targets, ask students to assess their knowledge and confidence level on these targets.
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They should rate themselves on a scale of 1 to 4, with 1 being not confident or uncertain, and 4 being completely confident or certain. They should circle this number in the designated section of their workbooks.
ACT Mastery Reading ®
6.2 Learning Targets
1. Identify the purpose of a detail and/or paragraphs in a passage 2. Identify the author’s intent and purpose in a passage
3. Identify how an author’s purpose shapes content and style
6.2 Learning Targets
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Identify the purpose of a detail and/or paragraphs in a passage Identify the author’s intent and purpose in a passage Identify how an author’s purpose shapes content and style
Self-Assessment
Circle the number that corresponds to your confidence level in your knowledge of this subject before beginning the
Self-Assessment
lesson. A score of 1 means you are completely lost, and a score of 4 means you have mastered the skills. After you finish the lesson, return to the bottom of this page and circle your new confidence level to show your improvement.
Before Lesson
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After Lesson
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Entrance Ticket
Learning Targets
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Purpose and Main Idea
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Modes of Writing
ACT Practice
Circle the number that corresponds to your confidence level in your knowledge of this subject before beginning the lesson. A score of 1 means you are completely lost, and a score of 4 means you have mastered the skills. After you finish the lesson, return to the bottom of this page and circle your new confidence level to show your improvement. Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
Sum It Up
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Student Page 104
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ACT Mastery Reading Teacher Manual ®
6.2 Quick Check >> Show students pairs of names on the slide. 6.2 Quick Check
Bilbo Baggins — J.R.R. Tolkien
Bilbo Baggins—J.R.R. Tolkien
Holden Caulfield—J.D. Salinger
Scout Finch—Harper Lee
Holden Caulfield — J.D. Salinger Scout Finch — Harper Lee
>> Teacher Dialogue: Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
6.2 Quick Check Author vs. Narrator
Author
Narrator ►
Entrance Ticket
Learning Targets
The person who recounts the events in a story, whether a fictional character or the author of the piece
Quick Check
Purpose and Main Idea
6.2 Quick Check Main Idea vs. Purpose
Main Idea
Purpose
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>> Teacher Dialogue:
The writer of a piece of content, whether fiction, nonfiction, memoir, etc.
Author: The writer of a piece of content, whether fiction, nonfiction, memoir, etc.
Modes of Writing
ACT Practice
Exit Ticket
>> Teacher Dialogue:
Learning Targets
>> Have students brainstorm differences between narrators and characters and
The central idea of a text, around which all events are focused
The author’s intention and reason for writing; what the author hopes the work will accomplish
Quick Check
Purpose and Main Idea
Define narrator.
Narrator: The person who recounts the events in a story, whether a fictional character or the author of the piece
between narrators and authors.
>> Teacher Dialogue:
Entrance Ticket
Define author.
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What is the relationship between each pair of names?
Students might discuss how the names in the first column are characters, while the names in the second columns are authors. They should further come to the conclusion that the names in the first row are all narrators, not just characters.
Exit Ticket
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Entrance Ticket
Modes of Writing
ACT Practice
Exit Ticket
Can the author and narrator ever be the same person? What are some examples?
Autobiographies and memoirs
In some fiction, such as Lord of the Rings or Harry Potter, the story is told in the third-person point of view, so the narrator is not a character, but a detached observer.
>> Teacher Dialogue:
In writing, what is the main idea?
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Main Idea: The central idea of a text, around which all events are focused
>> Teacher Dialogue:
What is the purpose of a piece of writing?
Purpose: The author’s intention and reason for writing; what the author hopes to accomplish through their work
>> Have the students consider how purpose relates to the main idea. Is there a difference? Have them brainstorm some ideas.
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Lesson 6 – Intent and Purpose
6.3.1 Purpose and Main Idea >> Show the students the following examples, and ask them to identify which is
Lesson 6 – Intent and Purpose
the purpose and which is the main idea in each set.
6.3.1 Purpose and Main Idea
Example 1: Choice A is the main idea, while choice B is the purpose. Example 2: Choice A is the purpose, while choice B is the main idea. Example 3: Choice A is the purpose, while choice B is the main idea.
Purpose:
Main Idea:
Example 1: A scientist has written an article about the health hazards and environmental damage caused by a new pesticide. Identify which of the following could be the scientist’s main idea and which could be the scientist’s purpose in this piece: A. B.
A new pesticide is dangerous to the ecosystem. Raising awareness of the new pesticide could trigger stronger regulations.
Example 2: A doctor writes about her experience suffering from a chronic illness. Identify which of the following could be the doctor’s main idea and which could be the doctor’s purpose in this piece: Sharing experiences of her disease will help other patients feel less lonely. Though at first difficult, lifelong management of this disease is possible.
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A. B.
Example 3:
A town resident petitions the local government to build a new park in his neighborhood. Identify which of the following could be the resident’s main idea and which could be the resident’s purpose in this piece: A. B.
The resident hopes to secure a new park in town. A new park would be beneficial to the community in a variety of ways.
Entrance Ticket
Learning Targets
Purpose and Main Idea
Modes of Writing
ACT Practice
Sum It Up
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6.3.1 Purpose and Main Idea Example 1: A scientist has written an article about the health hazards and environmental damage caused by a new pesticide. Identify which of the following could be the scientist’s main idea and which could be the scientist’s purpose in this piece: A: A new pesticide is dangerous to the ecosystem. B: Raising awareness of the new pesticide could trigger stronger regulations.
Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
6.3.1 Purpose and Main Idea Example 2: A doctor writes about her experience suffering from a chronic illness. Identify which of the following could be the doctor’s main idea and which could be the doctor’s purpose in this piece: A: Sharing experiences of her disease will help other patients feel less lonely. B: Though at first difficult, lifelong management of this disease is possible.
Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
6.3.1 Purpose and Main Idea Example 3: A town resident petitions the local government to build a new park in his neighborhood. Identify which of the following could be the resident’s main idea and which could be the resident’s purpose in this piece: A: The resident hopes to secure a new park in town. B: A new park would be beneficial to the community in a variety of ways.
Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
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6.3.1 Purpose and Main Idea Example 4: Choice A is the purpose, while choice B is the main idea.
ACT Mastery Reading ®
6.3.1 Purpose and Main Idea
Example 5: Choice A is the main idea, while choice B is the purpose.
Example 4: A gymnast writes a memoir about her experience in her first Olympics. Identify which of the following could be the gymnast’s main idea and which could be the gymnast’s purpose in this piece: A. B.
Narrating her story will help inspire younger generations to strive for their dreams. Hard work, perseverance, and luck are essential to achieving one’s goals in life.
Example 5: A historian writes a chapter for a new textbook on the history of the Roman Empire. Identify which of the following could be the historian’s main idea and which could be the historian’s purpose in this piece: The Roman Empire fell for primarily economic reasons. The historian wishes to present a controversial alternative theory for the fall of the Roman Empire.
Entrance Ticket
Learning Targets
Purpose and Main Idea
Modes of Writing
ACT Practice
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A. B.
Sum It Up
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6.3.1 Purpose and Main Idea
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Example 4: A gymnast writes a memoir about her experience in her first Olympics. Identify which of the following could be the gymnast’s main idea and which could be the gymnast’s purpose in this piece:
A: Narrating her story will help inspire younger generations to strive for their dreams. B: Hard work, perseverance, and luck are essential to achieving one’s goals in life.
Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
6.3.1 Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
Example 5: A historian writes a chapter for a new textbook on the history of the Roman Empire. Identify which of the following could be the historian’s main idea and which could be the historian’s purpose in this piece:
A: The Roman Empire fell for primarily economic reasons. B: The historian wishes to present a controversial alternative theory for the fall of the Roman Empire.
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
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Entrance Ticket
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Lesson 6 – Intent and Purpose
6.3.1 Purpose and Main Idea >> Teacher Dialogue:
Why do we use hashtags, and what happens when you search hashtags on Twitter or Instagram?
Students should come up with answers like the following: To label and sort information, including things, ideas, pictures, commentary, information, etc. To summarize themes or content in a tweet, picture, etc.
Are the world’s rarest creatures being killed off by illegal wildlife trade? Many people are familiar with the threat to the elephant population resulting from the skyrocketing black market dollar value of its ivory tusks. But the spotlight has recently been placed on the existence of one of the world’s rarest reptiles—a semiaquatic, nocturnal lizard native to northern Borneo. The earless monitor lizard (Lanthanotus borneensis) was first documented in 1877, rediscovered in 1963, and eventually disappeared from sight. That is until a group of biologists in Borneo spotted the odd, secretive reptile and snapped its picture in 2008. Intending to spark the interest of the scientific community, the biologists posted the images on social media—along with general information about its location and habitat—and within a year earless monitor lizards were for sale online. Summary:
Hashtag:
Decades ago, Indonesia, Malaysia, and Brunei enforced laws that fiercely protected earless monitor lizards. Those found guilty of poaching the lizard faced a fine of up to $8,600 and five years in prison. Unfortunately that has not been enough. Vincent Nijman, a conservation ecologist at Oxford Brookes University, estimates that at least one hundred lizards have been smuggled from the wild so far. The wildlife trade monitoring network, TRAFFIC, has documented illegal sales of the reptile in Japan, Ukraine, Germany, France, and the Czech Republic.
To connect posts to broader trends and categories
Summary:
Hashtag:
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>> Tell students that a hashtag can function as a summary. Show students the paragraph on the slide.
Lesson 6 – Intent and Purpose
6.3.1 Purpose and Main Idea
Entrance Ticket
>> For the next activity, go around the classroom, with each student taking a
>> Then, have a third student come up with a creative hashtag for the
information. Have the entire class tap their fingers in the hashtag symbol before the student announces the hashtag. More than one hashtag can be generated per paragraph. Try calling on two or three more students in random order, so that all students are engaged, paying attention, and ready to answer. Ask these students to name another hashtag, again having the class tap their fingers in the hashtag symbol before their answer.
Modes of Writing
ACT Practice
Sum It Up
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The paragraph is about the potential extinction of the earless monitor lizard. Scientists trying to generate interest in the lizard accidently helped people to hunt it by posting on social media.
Purpose and Main Idea
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turn. Have one student read the paragraph out loud. Have the next student summarize what the paragraph is about in a few sentences of his or her own. They may come up with something like this:
Learning Targets
6.3.1 Purpose and Main Idea
Are the world’s rarest creatures being killed off by illegal wildlife trade? Many people are familiar with the threat to the elephant population resulting from the skyrocketing black market dollar value of its ivory tusks. But the spotlight has recently been placed on the existence of one of the world’s rarest reptiles—a semi-aquatic, nocturnal lizard native to northern Borneo. The earless monitor lizard (Lanthanotus borneensis) was first documented in 1877, rediscovered in 1963, and eventually disappeared from sight. That is until a group of biologists in Borneo spotted the odd, secretive reptile and snapped its picture in 2008. Intending to spark the interest of the scientific community, the biologists posted the images on social media—along with general information about its location and habitat—and within a year earless monitor lizards were for sale online.
Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
The goal here is to help students zoom in on the main ideas of the paragraph, becoming more and more concise with each step. Students may come up with the following hashtags:
#earlessmonitorlizards (or #monitorlizards, #lizards, or even #lanthanotusborneensis)
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#thepowerofsocialmedia #lizardsforsale #rarereptiles
It is OK if the hashtags get silly. If a student suggests something off the cuff like #thestruggleisreal, just make sure to have them clarify why that applies (because if you’re one of these lizards, you’re dying out!). Reaffirm with students that these hashtags help them summarize the content of the paragraph and figure out the author’s main ideas.
>> Move through this process with the rest of the paragraphs in the article.
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6.3.1 Purpose and Main Idea >> Show students the next paragraph. Have one student read the paragraph out 6.3.1 Purpose and Main Idea Decades ago, Indonesia, Malaysia, and Brunei enforced laws that fiercely protected earless monitor lizards. Those found guilty of poaching the lizard faced a fine of up to $8,600 and five years in prison. Unfortunately that has not been enough. Vincent Nijman, a conservation ecologist at Oxford Brookes University, estimates that at least one hundred lizards have been smuggled from the wild so far. The wildlife trade monitoring network, TRAFFIC, has documented illegal sales of the reptile in Japan, Ukraine, Germany, France, and the Czech Republic.
Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
loud. Have the next student summarize what the paragraph is about in a few sentences of his or her own. They may come up with something like the following:
The paragraph is about how national laws protecting earless monitor lizards have not done enough to protect these animals, as they have been found on sale in various places. These sellers likely have taken the lizards from the wild.
>> Then, have the third student come up with a creative hashtag for the ®
6.3.1 Purpose and Main Idea Because of the lack of legal enforcement within the wildlife trade, most in the industry carry out their transactions openly or utilize simple code words. To complicate matters, some unsuspecting buyers are unaware that they are a part of a covert operation. “When we started investigating this, we began to expose this really dark underbelly of online markets,” says Crawford Allen of TRAFFIC. “Some of the rarest species on Earth are being traded on Facebook.” Nijman is lobbying for the addition of the earless monitor lizard to international wildlife protection lists so that there will be no doubt about the trade’s illegality.
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information. Have the entire class tap their fingers in the hashtag symbol before the student announces his or her hashtag. Call on two or three more students to generate hashtags.
ACT Mastery Reading
Students may come up with hashtags such as the following:
Summary:
Hashtag:
#poaching
Experts can only estimate how many earless monitor lizards remain in the wild, but they recognize that the species is in danger. In addition to the influence of collectors who are eager to make a profit from the rare lizard’s trade, much of the reptile’s native habitat in Borneo has recently been destroyed by forest fires and deforestation. Without formal intervention, the earless monitor lizards could be headed toward extinction.
#illegaltrade
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Summary:
#protectionlaws
Hashtag:
#blackmarket
Reading Tip
Hashtags: As you read a passage, create a “hashtag” for each paragraph. You can even write it down if you have time. This will help you navigate the passage when you need to find details to answer questions.
Entrance Ticket
Learning Targets
Purpose and Main Idea
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Modes of Writing
ACT Practice
>> Repeat the process with the next paragraph. Have one student read the
Sum It Up
paragraph out loud. Have the next student summarize the paragraph in a few sentences of his or her own.
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They may come up with something like the following:
6.3.1 Purpose and Main Idea
This paragraph is about how the lizards are sold, either openly or secretly, through channels such as Facebook and how Nijman is trying to find internal protection for the earless monitor lizard.
Because of the lack of legal enforcement within the wildlife trade, most in the industry carry out their transactions openly or utilize simple code words. To complicate matters, some unsuspecting buyers are unaware that they are a part of a covert operation. “When we started investigating this, we began to expose this really dark underbelly of online markets,” says Crawford Allen of TRAFFIC. “Some of the rarest species on Earth are being traded on Facebook.” Nijman is lobbying for the addition of the earless monitor lizard to international wildlife protection lists so that there will be no doubt about the trade’s illegality.
Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
>> Then, have the third student come up with a creative hashtag for the
Exit Ticket
information. Have the entire class tap their fingers in the hashtag symbol before the student announces his or her hashtag. Call on two or three more students to generate hashtags. Students may come up with hashtags such as the following:
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#Facebook #nolaws
#internationalprotection #secretnotsosecret #TRAFFIC
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Lesson 6 – Intent and Purpose
6.3.1 Purpose and Main Idea >> Finally, repeat this process one more time with the final paragraph. Have one student read the paragraph out loud. Have the next student summarize what the paragraph is about in a few sentences of his or her own. They may come up with something like the following: This paragraph is about the danger the earless monitor lizard faces from habitat destruction and that formal intervention is necessary or else the species will go extinct.
6.3.1 Purpose and Main Idea Experts can only estimate how many earless monitor lizards remain in the wild, but they recognize that the species is in danger. In addition to the influence of collectors who are eager to make a profit from the rare lizard’s trade, much of the reptile’s native habitat in Borneo has recently been destroyed by forest fires and deforestation. Without formal intervention, the earless monitor lizards could be headed toward extinction.
Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
>> Then, have the third student come up with a creative hashtag for the
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information. Have the entire class tap their fingers in the hashtag symbol before the student announces his or her hashtag. Call on two or three more students to generate hashtags. Students may come up with hashtags such as the following: #Borneo
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#takeaction
#savehabitat #extinction
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Hashtag Summary: As students read a passage, they should create a hashtag for each paragraph. They can write it down if they have the time.
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6.3.1 Purpose and Main Idea >> Have students embrace their inner five-year-old. Remind them of the
ACT Mastery Reading ®
“annoying kid” who asks a question and then says, “But why?” after every explanation. Have students take part in the following activity to build their skills in determining the author’s purpose.
6.3.1 Purpose and Main Idea
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During the usual morning chores, I sang a few bars of a song I’d heard sailors raucously singing at the café. A sailor’s song is used for a multitude of reasons: sometimes in moments of boredom on duty and other times just for fun in the cafés of port towns. I’d only ever heard them sung joyously in my town, but I knew the songs could be used for much more serious purposes at sea. As I finished setting the table and cooking breakfast, my mind wandered back to the size and grandeur of that ship.
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Walking over to the balcony, my mind immediately retreated to stories of the high seas. As I playfully leaped from one side of the balcony to the other, I suddenly began to gasp for air. The need for air immediately took over any imaginary mission my mind had made up. I focused on the harbor, and soon the image of the ship sitting out there began to steady me. When I felt better, it occurred to me that whatever attachment I had to this vessel gave me an inner calmness and a yearning to reach out and touch the unknown.
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On race day I arrived at the dock to sign in, and the noise of the crowd deafened my ears.
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Learning Targets
Purpose and Main Idea
Our mayor had been asked to preside over the send-off speech. He praised the visiting sailors and pronounced his honest admiration for the contestants. As I hustled over to sign up, I realized that I was the very last in line, and slowly my nerves began to take over. The clock struck high noon, and the contestants climbed into their skiffs. Each contestant was wearing his own elegant sailing jacket with his name embroidered on the back. My clothes were handed down from my father, who had been a navy sailor during the war before he was killed in battle. His clothes felt loose on me, but nothing could have made me feel prouder than sporting my father’s name. It didn’t matter that we didn’t share the same last name since our first names were the same—Lorenzo. I stepped back and took a moment to think about who my father was at my age and wondered if he had had the same dreams as me. Somehow I knew my fate wouldn’t be the same as his. I saw this race as a stepping stone toward a bright future aboard larger vessels dominating the high seas.
>> Students will work in a reverse process—starting with the detail and building up to the paragraph and then the passage as a whole. First, have students read the passage in silence.
The mayor raised the pistol and fired the starting shot. The band picked up the tempo as I began breathing heavily. I turned my head quickly to face the outer harbor and focused on the towering vessel that served as my safeguard, and I regained my composure. My skiff was older than the others, but it glided beautifully. With every stroke, I felt confident that I was starting to catch up to the more experienced sailors. I hadn’t had enough experience in competitive racing to prepare myself to maintain my stamina, especially my breathing, so I quickly began to tire. It was getting to be late afternoon, and the heat from the sun was beginning to
Modes of Writing
ACT Practice
>> Display the first detail on the slide. Students should write their answers in the space provided in the workbook.
From lines 51–53: “His clothes felt loose on me, but nothing could have made me feel prouder than sporting my father’s name.”
Sum It Up
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>> Teacher Dialogue:
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6.3.1 Purpose and Main Idea
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Why did the author include that detail?
They might come up with something like the following:
Lesson 6 – Intent and Purpose
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Merchant and navy ships alike were constantly anchored in my town’s harbor, but there was a particular vessel that still stands out in my memory—the glorious Madonna. Incredible! I pointed at her sitting out there in the water, and I knew that one day such a vessel would be my home. I began breathing heavily, a condition I’d had since I was an infant—a condition that quelled any urge inside me to jump into the ocean and glide as confidently and seamlessly as those ships did. When I got into bed and my eyes began to feel heavy, I dozed off to the sounds of more ships announcing their arrival.
The author wanted to show how the narrator was participating in sailing race. The author wanted to draw attention to the clothing that the narrator and the other contestants were wearing.
recede. The clouds moved in and covered up the sun, but the stress of the race itself was starting to affect me. My muscles ached more than they ever had in practice runs. By this time I still had to lap around the bay once more and gain headway to make it to the finish line first. I had three more skiffs to pass. Seconds felt like hours, and my bed was calling me, promising a safe retreat from the soreness in my bones. As my eyes began to close, I was suddenly taken over by a second wind; I could see the finish line not ten meters away. But just near the horizon, I caught sight of that magnificent vessel weighing anchor, and my heart was overwhelmed. The outcome of the race suddenly became unimportant compared to the feeling of knowing where I belonged—floating on the water with just a wooden vessel between me and the sea I loved. I hummed a sailor song to myself and watched the Madonna sail off into the unknown.
>> Teacher Dialogue:
But why did the author make that point in the paragraph? They might come up with something like the following:
The author wanted to provide more background about the narrator’s life.
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Learning Targets
Purpose and Main Idea
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Modes of Writing
ACT Practice
The author wanted to contrast the narrator with the rest of the contestants.
Sum It Up
>> Teacher Dialogue:
But why did the author include that point in the passage?
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They should come up with something that resembles the purpose of the passage, such as the following:
ACT Mastery Reading ®
6.3.1 Purpose and Main Idea Why did the author include that detail?
2.
Why did the author make that point in the paragraph?
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Why did the author include that point in the passage?
The author is providing a glimpse of the narrator’s life.
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Embrace Your Inner Five-Year-Old: Students should ask “Why was this detail included? What purpose does this detail/sentence/paragraph serve?”
When approaching a question about the author’s intent or purpose: 1. Consider the
or
2. Identify the
of the passage.
of the paragraphs.
3. Find the author’s
for writing the passage.
Reading Tip
Embrace Your Inner Five-Year-Old: Ask Why? as in Why was this detail included? What purpose does this detail/sentence/paragraph serve?
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Learning Targets
Purpose and Main Idea
Modes of Writing
ACT Practice
Sum It Up
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6.3.1 Purpose and Main Idea
His clothes felt loose on me, but nothing could have made me feel prouder than sporting my father’s name.
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Why did the author include that detail?
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Why did the author make that point in the paragraph?
►
Why did the author include that point in the passage?
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Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
Lesson 6 – Intent and Purpose
6.3.1 Purpose and Main Idea >> Give students a simple plan of attack to help them figure out what a question on the ACT is asking. Have students write down the following plan in their workbooks.
When approaching a question about the author’s intent or purpose: Consider the main point or idea of the passage. Identify the focus of the paragraphs. For example, you could tell students that in the passage about the extinction of the earless monitor lizards, it would be too broad to say the passage is about “the extinction of animals,” and it would be too narrow to say that the passage is about “the live-animal collectors poaching earless monitor lizards in Borneo.”
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Find the author’s purpose in writing the passage.
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What are they aiming to accomplish? What is their attitude towards the topic? Are they trying to tell a story, argue a point, inform their audience, or something else?
6.3.1 Purpose and Main Idea
When approaching a question about the author’s intent or purpose: Consider the main point or idea of the passage.
2.
Identify the focus of the paragraphs.
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3.
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Find the author’s purpose for writing the passage.
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Purpose and Main Idea
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Exit Ticket
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6.3.2 Modes of Writing >> Talk to students about a strange and ancient time: the time before television. During this time, everything you currently see on television was conveyed through different media. People could either listen to it (radio) or read it (books, newspapers, etc.).
>> Ask students to list the reasons why they watch TV. Have one student write the answers on the board as you call on students to provide their answers.
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Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
Entertainment Education
6.3.2 Modes of Writing
News programs
Persuasive/argumentative writing
Commercials
Narratives
Documentaries
Informative/explanatory writing
Comedies and drama
Creative writing or fiction
Reality television
Etc.
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News and information
>> Show students some types of television on the slide and ask them to identify the purpose of each, calling on students randomly:
Learning Targets
Quick Check
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News programs
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Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
Informing viewers of what is happening in the world
Commercials
Convincing people to buy things, take certain actions, go to various places, etc. Documentaries
Explaining and analyzing various topics and educating viewers
Comedies and drama
Entertaining viewers
Reality Television
Entertaining viewers and learning about other people’s lives
>> Now, see if students can match some different writing styles to their TV
equivalent. Show them the following types of writing styles on the same slide and call on students randomly to identify the TV equivalent:
SA
Persuasive/argumentative writing Commercials Narratives
Reality TV, dramas
Informative/explanatory writing
News, documentaries
Creative writing or fiction
Comedies, dramas
Some of the categories are fluid and can overlap or repeat. The point is to have students notice that different types of shows have specific purposes, just like different types of writing.
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6.3.2 Modes of Writing >> Inform students that they will now write a radio show. Divide students into
Lesson 6 – Intent and Purpose
groups of four. Together, they will put together a short before-TV-times radio show. Show students the instructions on the slide.
6.3.2 Modes of Writing Theme of your radio show:
Each group should pick a theme for their show. Make up a name, appoint a DJ, feature commercials, etc. Get creative!
One-paragraph bit:
Have every member in your group write a one-paragraph bit to contribute to the show within the chosen theme. A bit is a small segment of the show.
Work together so that the various bits flow naturally. Practice your bits if you have extra time.
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All radio shows should include each of the following four genres: persuasive/ argumentative, narrative, informative/explanatory, and fiction. Appoint one genre to each member of your group.
Mode of writing used:
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>> After each “show,” have the class guess which mode of writing each part of the radio show was an example of. Persuasive/argumentative
Modes of Writing
ACT Practice
Sum It Up
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to the radio.” Have each group take a turn performing their show, making sure that each student reads the paragraph they wrote.
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Allow students to come up with ideas for the various bits on their own. You will go over specific examples of other types of bits later on in the lesson.
>> Give students ten minutes to come up with their show. Next, it is time to “listen
Learning Targets
6.3.2 Modes of Writing – Radio Show
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Each group should pick a theme for their show. Make up a name, appoint a DJ, feature commercials, etc. Get creative!
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Every member in the group will write a one-paragraph bit to contribute to the show within the chosen theme. A bit is a small segment of the show.
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All radio shows should include each of the following four genres: ►
Persuasive/argumentative
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Narrative
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Informative/explanatory
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Fiction
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Work together so that the various bits flow naturally.
5.
Practice your bits if you have extra time.
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Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
Narrative
Informative/explanatory Fiction
Some of these categories can overlap. Part of the radio show could be a narrative and fiction, for example.
>> For one or two radio shows, when appropriate, push students a little further.
SA
Ask about the purpose of a particular detail in their radio show by “embracing their inner five-year-old” (asking “Why?” after each response). Guide students through their answers, asking how the detail contributes to the bit, to the show as a whole, and to the show’s theme and purpose. Call on the students in the audience first to answer, and only then allow the team members for the radio show to chime in.
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6.3.2 Modes of Writing >> Next, review the types of bits that were not included in any of the radio shows.
If a radio show featured a news clip about a recent natural disaster, what mode of writing would that be? ►
If a radio show featured a segment on the biography of President Theodore Roosevelt, what mode of writing would that be? ►
Narrative
If a radio show featured a documentary on an expedition to Antarctica, what mode of writing would that be? ►
Informative/explanatory
Informative/explanatory, narrative
If a radio show featured an infomercial about a self-cleaning vacuum, what mode of writing would that be? ►
Persuasive/argumentative
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Entrance Ticket
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
For each of the following examples that were not presented in any of the radio shows, ask students the associated question and see if they can come up with the answer.
>> Teacher Dialogue:
Informative/explanatory
Exit Ticket
>> Teacher Dialogue: 6.3.2 Modes of Writing – The Media If a radio show featured a portion of a funny family sitcom, what mode of writing would that be? ►
If a radio show featured a quick announcement to vote for a certain local senator, what mode of writing would that be? ►
Narrative
Persuasive/argumentative
If a radio show featured a segment of a TV show about the real-life wives of famous bobsledders, what mode of writing would that be? ►
Narrative, fiction, comedy
Narrative, reality television/radio
If a radio show featured a portion of a drama about a crime-solving cardiac surgeon, what mode of writing would that be? ►
Entrance Ticket
Fiction, drama
Learning Targets
Quick Check
>> Teacher Dialogue:
If a radio show featured a segment on the biography of President Theodore Roosevelt, what mode of writing would that be?
If a radio show featured a documentary on an expedition to Antarctica, what mode of writing would that be?
M PL
If a radio show featured a news clip about a recent natural disaster, what mode of writing would that be?
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6.3.2 Modes of Writing – The Media
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
Informative/explanatory, narrative
>> Teacher Dialogue:
If a radio show featured an infomercial about a self- cleaning vacuum, what mode of writing would that be?
Persuasive/argumentative, commercial
>> Teacher Dialogue:
If a radio show featured a portion of a funny family sitcom, what mode of writing would that be?
Narrative, fiction, comedy
>> Teacher Dialogue:
If a radio show featured a quick announcement to vote for a certain local senator, what mode of writing would that be?
Persuasive/argumentative
SA
>> Teacher Dialogue:
If a radio show featured a segment of a TV show about the real-life wives of famous bobsledders, what mode of writing would that be?
Narrative, reality television/radio
>> Teacher Dialogue:
Fiction, drama
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If a radio show featured a portion of a drama about a crime-solving cardiac surgeon, what mode of writing would that be?
Lesson 6 – Intent and Purpose
6.3.2 Modes of Writing >> Check for understanding. Show the students the question on the slide, also in their workbooks. >> Teacher Dialogue:
Which answer would you choose if you had just read an argumentative/persuasive passage?
Choice B because the author is persuading the reader. Or perhaps choice A, if the author is trying to convince the reader of his proposed research idea. Either way, you can narrow down your possible answers by using the process of elimination.
>> Teacher Dialogue:
Which answer would you choose if you had just read an informative passage?
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Choice D because it says the author is describing something.
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Purpose: When a question asks about the “purpose” of a passage, students should consider the author’s purpose for writing. Is the author trying to entertain, convince, or inform/educate? If students can figure out the style of writing, they can eliminate a few answers right off the bat.
ACT Mastery Reading ®
6.3.2 Modes of Writing
Example:
The main purpose of the passage is to: A. B. C.
SA
D.
propose that research be continued to confirm which hibernation patterns are common to both the American and fire-bellied toad. persuade the reader that the fire-bellied toad is superior to the American toad in its adaptation to freezing temperatures. speculate on the reasons why the two toads have developed distinct specialized hibernation traits over thousands of years. describe the two toads’ adaptations to their changing environments, including specialized hibernation patterns and physical attributes.
Reading Tip
Purpose: When a question asks about the purpose of a passage, consider the author’s purpose for writing. Is the author trying to entertain, convince, or inform/educate? If you can figure out the style of writing, you can eliminate a few answers right away.
Entrance Ticket
Learning Targets
Purpose and Main Idea
Modes of Writing
ACT Practice
6.3.2 Modes of Writing Example:
The main purpose of the passage is to:
Entrance Ticket
A.
propose that research be continued to confirm which hibernation patterns are common to both the American and fire-bellied toad.
B.
persuade the reader that the fire-bellied toad is superior to the American toad in its adaptation to freezing temperatures.
C.
speculate on the reasons why the two toads have developed distinct specialized hibernation traits over thousands of years.
D.
describe the two toads’ adaptations to their changing environments, including specialized hibernation patterns and physical attributes.
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
Sum It Up
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6.4 ACT Practice >> Have students work on questions from the ACT practice sets here. Pacing should be 6 minutes per practice set or 3
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minutes to read the passage and 3 minutes to answer the questions.
6.4 ACT Practice
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Work through the practice sets in your workbook to master intent and purpose on the ACT.
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Lesson 6 – Intent and Purpose
ACT Mastery Reading ®
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6.4.1 Set One
Passage II
Daniel Dennett’s eternal search for answers began after his father was killed in an unexplained plane crash. Dennett’s early life and move from Beirut to Massachusetts was cast in the long shadow of a mythical, unknown father figure. Dennett had come from a family of remarkable brilliance—his father was a counterintelligence officer in the Office of Strategic Services, a predecessor of the CIA. Dennett attended Harvard University where he received a doctorate in philosophy. Dennett was awarded the prestigious Erasmus prize for his exceptional contribution to society, showcasing how his work was not only important to himself but was also significant within a worldwide community.
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A bit later in his academic career, there would come a mentor who would set thoughts in motion for Dennett. This mentor was Gilbert Ryle, who was a major force in Oxford philosophy at the time, as well as detached from the trite and bland cliques that seemed to govern the world of academia. He taught Dennett the importance of standing against the typical Oxford philosophers whose arguments consisted only of clever phrases and shallow bravado. Ryle taught Dennett to think for himself without marginalizing the opinions of others.
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SOCIAL SCIENCE: This passage is adapted from the article “The Will of the Free” by Tobias Hall (©2015 by MasteryPrep).
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During Dennett’s first year at Winchester High School, he put all his effort into a term paper on Plato and included a picture of Rodin’s The Thinker on the cover. He humorously recalled that at the time, he hadn’t really understood a word of what he had written, but writing this paper caused him to discover that he wanted to become a teacher. This realization led to his first question: What would he teach? At age seventeen he had begun pursuing a mathematics degree at Wesleyan University and found himself drowning in his studies. Studying in the library late one evening, he chanced upon the text From a Logical Point of View, which had been written at Harvard University by Willard Van Orman Quine. He was utterly transfixed, and by the next morning he had made up his mind to transfer to Harvard.
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1. The main purpose of the last paragraph is to: A. acknowledge the double standard between two fields asking similar questions. B. reveal that Dennett came to resent Ryle for his unyielding skepticism of science. C. describe a typical mentor-to-student relationship in the world of philosophical academia. D. catalogue the differences between scientists and philosophers when presenting research.
At the end of his college career, Dennett had begun developing his own thoughts and contradicting the opinions of philosophers who came before him. By 1962 he was twenty and married and could no longer relate to the idyllic days of his youth. He was experiencing for the first time a voracious drive to refute Quine’s work. His youthful misguidance had now been given purpose, and he realized that he was doing exactly what he had always wanted to do. The pursuit of a valuable quarry through daunting complexities was the path he had chosen to follow, and regardless of the ambiguity of right and wrong, he was coming up with His Own Answers. Now that there was no turning back, he was the one calling the shots. He defended his thesis well and had so convinced others of his points that an established professor defended a point of contention he was arguing against Quine. He saw this as a remarkable achievement—an ally in an intellectual fight of epic proportions—and this affirmation inspired self-confidence.
2. The main purpose of the passage is to:
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Learning Targets
New influences were beginning to inspire Dennett. He began to form a relationship with science, and he found that philosophers were given more flexibility in time and error, while scientists were dealt more pressure for first-time success. Although scientists had a reputation for dismissing philosophers, he found that both parties were after essentially the same answers. Dennett carries on today asking these poignant questions.
F. propose that by following the steps taken by Dennett, others can become philosophers as well. G. persuade the reader that Dennett was only able to ask questions no one could answer. H. speculate on how philosophers employ different methods to approach an argument. J. describe how Dennett developed from an inexperienced student into an established philosopher.
Purpose and Main Idea
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Sum It Up
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Lesson 6 – Intent and Purpose
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3. The main purpose of the third paragraph is to:
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A. describe a specific text written by Dennett’s rival, Quine. B. present the process students undertake to defend their philosophical theses. C. provide an account of Dennett’s transformation from youth to maturity. D. list several ways Dennett contradicted the teachings of his mentors.
4. The details describing Dennett’s father in lines 6–8 are most likely included to:
F. explain that Dennett felt an urge to follow in his father’s footsteps. G. demonstrate the legacy of intelligence Dennett was born into. H. suggest that Dennett’s father’s military career was similar to that of Dennett’s in academia. J. show that few philosophers relate to growing up in a military household.
5. The author capitalizes the words in line 40 most likely to signify that:
Dennett believed that only his opinions were valid. these are Quine’s words, not Dennett’s. Dennett had begun to form theories of his own. Dennett and Quine no longer respected one another.
SA
A. B. C. D.
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Learning Targets
END OF SET ONE STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.
Purpose and Main Idea
Modes of Writing
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ACT Practice
Sum It Up
Lesson 6 – Intent and Purpose
6.4.1 Set One Answer Explanations 1. The correct answer is A. Choice B is incorrect because the last paragraph does not discuss Ryle. Choice C is incorrect because the last paragraph does not discuss mentor-to-student relationships. Choice D is incorrect because while the last paragraph does discuss differences between scientists and philosophers, it does not discuss the differences in presenting research. Choice A is correct because the last paragraph indicates that while scientists and philosophers differ in some respects, they are after essentially the same answers.
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2. The correct answer is J. Choice F is incorrect because the passage does not discuss how others can become philosophers as well. Choice G is incorrect because the passage never indicates that Dennett was the only person able to ask difficult philosophical questions. Choice H is incorrect because the while the passage does talk about the different approaches of philosophers and scientists, it only briefly covers this and does not focus on it as a main point of the passage. Choice J is correct because the passage begins by examining Dennett’s early years in school and concludes with Dennett having established himself in the academic world as a respected philosopher.
M PL
3. The correct answer is C. Choice A is incorrect because the third paragraph does not focus on a specific text by Quine. Choice B is incorrect because while the passage does mention that Dennett defended his thesis, it does not detail the process. Choice D is incorrect because while the paragraph does state that Dennett contradicted Quine and other philosophers, it does not indicate that any were his mentors. Choice C is correct because the paragraph begins with Dennett graduating college and ends with him developing a strong sense of self-confidence. 4. The correct answer is G. Choice F is incorrect because the passage never indicates Dennett felt an urge to follow in his father’s footsteps. Choice H is incorrect because the passage does not compare Dennett’s career to that of his father’s. Choice J is incorrect because the passage does not indicate the number of philosophers who grew up in a military household. Choice G is correct because the passage states in lines 5—6 that Dennett came from a family of remarkable brilliance.
SA
5. The correct answer is C. Choice A is incorrect because there is indication that Dennett thought his opinions were the only valid ones. Choice B is incorrect because while the passage discusses Quine, there is no evidence this phrase belonged to him. Choice D is incorrect because while the passage does indicate that Dennett wished to disprove Quine, it does not imply they disrespected each other. Choice C is correct because the passage states in lines 38—39 that Dennett had a path that he had chosen to follow and in line 41 that he was the one calling the shots, implying Dennett was forming his own theories.
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6.4.2 Set Two
Passage III
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In 1646 an English nobleman, Sir Thomas Browne, used the word itself to define one of his major works— Pseudodoxia Epidemica—which he published in the midst of a scientific revolution. Johannes Aventinus used the term encyclopaedia as the title of his book in 1517, the first such title to appear in a major work. Printing became so readily available during the Renaissance that word of the encyclopedia’s conception had spread. These books were not only accessible to the wealthy church and clergy but also to the general public. These early encyclopedias became worldwide phenomena, with revised editions in continuous print until 1672. The general-purpose encyclopedia was becoming more commonly used as a point of reference and was widely distributed.
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Browne’s Pseudodoxia Epidemica was a milestone for the scientific revolution of the Renaissance. Browne used his encyclopedia as a vehicle to dispute the false assumptions and superstitions that people had taken as fact in the Middle Ages. Browne implemented scientific criteria to decide what he would include as factual references in his work—such as the authority of previous authors or the soundness of theoretical and empirical evidence. Today his volume would be unrecognizable as an encyclopedia, but at the time it was extremely progressive—even rebellious.
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It wasn’t until the 18th and 19th centuries that the modern form of the encyclopedia took shape. The template for the encyclopedia we use today is traced back to volumes such as Chambers’ Cyclopedia, Universal Dictionary of Arts and Sciences, or the Encyclopaedia Britannica.
This message resonated with many people, and Diderot’s call to arms was heeded. By the early 1920s many versions of popular encyclopedias were widely distributed. The 1950s and ’60s saw the United States commercializing popular encyclopedias in installment plans that sold encyclopedia sets in volumes, lettered A through Z. Toward the end of the 20th century, encyclopedias were becoming more specialized, particularly with the explosion of the Internet and its prevalence in people’s homes. Online encyclopedias were suddenly available to everyone, and now online encyclopedias, such as Wikipedia, allow anyone to provide information on subjects while others can contradict, correct, and edit those claims. People worldwide are learning about other cultures and sharing their own experiences, while contributing to creative dialogues as a result of these compilations of knowledge. The role of the encyclopedia is still evolving, but more people than ever before can enjoy knowledge right at their fingertips or with the click of a button.
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The encyclopedia, ancient Greek for general learning, is a word that brings to mind a comprehensive collection of information from many branches of knowledge. The encyclopedia is a relatively old creation, and historians trace the existence of encyclopedias for more than 2,000 years.
During the Enlightenment, Denis Diderot remarked how vastly important it was for scholars to document knowledge for the betterment of society. He looked at it as the passing down of knowledge so that future generations could be better prepared to face an uncertain future. Diderot cited duty as a reason for collecting and standardizing the transmission of information “so that the work of preceding centuries will not become useless to the centuries to come, and so that our offspring, becoming better instructed, will at the same time become more virtuous and happy.” Diderot understood that the work of his own generation and those who would succeed him had to act as a reference to the next, and so on. Knowledge could not be exclusive; anyone anywhere needed to be able to open an encyclopedia and find the answers they sought.
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HUMANITIES: This passage is adapted from Encyclopedia Americana by Felix Tripe (©2015 by MasteryPrep).
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Before Browne’s encyclopedia, there was virtually no way to mass produce and distribute books. The invention of the printing press derailed the old system of scribes copying books by hand and launched the future of literacy. As popular as his Pseudodoxia Epidemica was, many critics professed that his work was too closely tied to mysticism. Nevertheless, this was a well-executed compendium of knowledge made available to the masses for their education and for exposing false science.
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Modes of Writing
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ACT Practice
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Lesson 6 – Intent and Purpose
Lesson 6 – Intent and Purpose
3 6. The main purpose of the passage is to:
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9. The passage quotes Diderot in lines 53–57 primarily to: A. point out that Diderot deserves credit for the overall success of the encyclopedia. B. explain the value of recording and sharing knowledge to ensure a successful future. C. claim that Diderot believed that the intelligence of future generations would be scarce. D. document Diderot’s role in influencing where encyclopedias would be distributed.
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F. identify the fallacious elements of Medieval knowledge that Sir Thomas Browne refuted in his work. G. list, in chronological order, each of the significant works that brought about the modern encyclopedia. H. discuss the evolution of the encyclopedia and the importance of widespread accessibility to knowledge. J. show how playwrights and poets were harmed by the conception of a uniform collection of knowledge.
10. The author’s two references to the scientific revolution in lines 10 and 22 primarily serve to describe the:
7. The main purpose of the third paragraph is to:
F. expanding acceptance of progressive ideas in science and knowledge. G. continuing desire for exploration and appreciation of literature. H. ongoing need to emphasize the importance of revolutions in overthrowing regimes. J. growing eagerness to glorify the Italian Renaissance above other movements.
A. explain that playwrights had no use for a widely distributed encyclopedia. B. describe how Browne’s encyclopedia used science to disprove misconceptions. C. illustrate the ways Browne used his publication to make a living. D. discuss the importance of mass production in the distribution of knowledge.
8. The main purpose of the final paragraph is to:
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F. provide a brief summary of the progress of the encyclopedia in the 20th century. G. describe how the contributors to original encyclopedias made the form what it is today. H. question the inaccuracies of the encyclopedia and suggest what changes could be made. J. examine the ways in which Diderot criticizes how people obtain information.
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Learning Targets
END OF SET TWO STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.
Purpose and Main Idea
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6.4.2 Set Two Answer Explanations 6. The correct answer is H. Choice F is incorrect because the passage only briefly mentions the fallacious elements of Medieval knowledge. Choice G is incorrect because while the passage does mention several works significant to the development of the modern encyclopedia, there is no reason to believe that each significant work is reviewed. Choice J is incorrect because the passage focuses primarily on the positive aspects of the history of the encyclopedia. Choice H is correct because the passage reviews the development of the encyclopedia through history.
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7. The correct answer is B. Choice A is incorrect because the third paragraph does not discuss how playwrights viewed Browne’s encyclopedia. Choice C is incorrect because the third paragraph does not describe how Browne made money from his encyclopedia. Choice D is incorrect because the third paragraph does not discuss mass production. Choice B is correct because the third paragraph specifically states in lines 23—25 that Browne used his encyclopedia to dispute the false assumptions and superstitions that people had taken as fact.
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8. The correct answer is F. Choice G is incorrect because the final paragraph does not focus on the contributors to original encyclopedias. Choice H is incorrect because the last paragraph never questions the accuracy of the encyclopedia nor does it suggest any changes. Choice J is incorrect because while the last paragraph does discuss Diderot, it does not review Diderot’s beliefs about how people gain knowledge. Choice F is correct because the last paragraph primarily focuses on encyclopedias of the 20th century. 9. The correct answer is B. Choice A is incorrect because the success of the encyclopedias was a cumulative effort. Choice C is incorrect because while Diderot does discuss future generations, there is no reason to infer that he thinks intelligence would be scarce. Choice D is incorrect because the passage does not discuss distribution locations. Choice B is correct because the paragraph states that Diderot considered the encyclopedia as the passing down of knowledge so that future generations could be better prepared to face an uncertain future.
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10. The correct answer is F. Choice G is incorrect because the passage does not discuss exploration or literature in connection to the scientific revolution. Choice H is incorrect because the passage does not discuss overthrowing regimes. Choice J is incorrect because the passage does not indicate that the Italian Renaissance was superior to other movements. Choice F is correct because the passage discusses the progression of both science and knowledge of science throughout the passage.
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Lesson 6 – Intent and Purpose
ACT Mastery Reading ®
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6.4.3 Set Three
Passage III
Guernica, an oil painting by the Spanish artist Pablo Picasso (1881-1973), was, for a period, on display in New York’s Museum of Modern Art. It has such a powerful effect on people that it continues to capture imaginations. Embedded with symbols ranging from people, animals, and buildings under siege, it stands at roughly eleven feet tall and twenty-six feet wide and serves as a reminder about the devastation and brutality of war. It fuses the surreal with the reality of war and delivers Picasso’s universal message that war permeates everything. Guernica is perhaps one of Picasso’s most famous works because it not only functions as a vehicle for a political message, but it also acts as a reminder of how art can liberate people through personal expression. At its completion the painting excited the curiosity of poets and critics, who found a sort of disconcerting foreshadowing in its bleak message.
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other interests, and for a brief period this was his main mode of expression.
Throughout his life Picasso had remained generally neutral in conflicts, with no desire to become involved, and his age had played a deciding factor in how much he could offer physically; by the onset of the Spanish Civil War, Picasso was already nearing old age, so he could not participate. Left to his art, his style was evolving into what some scholars argue was more of a conscious detachment from the brutality of the war happening around him. He was not only an artist who displayed his inner passions but also one who understood the dreams and fears of the masses.
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HUMANITIES: This passage is adapted from the article “In Guernica” by Leslie Antoin (©2015 by MasteryPrep).
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While initially commissioned by the Spanish government to paint a large mural for the World’s Fair in Paris, Picasso abandoned that idea once he heard of George Steer’s firsthand report of the bombing of Guernica in The New York Times. Picasso’s outrage at the situation prompted him to create a stark vision of animal and man being torn apart by the mechanization of war. Guernica had much to do not only with the Spanish Civil War but also with Europe’s preoccupation with its involvement in the Second World War. The painting had been a centerpiece of the MoMA, and it did not find its way back to Spain until much later. Picasso would not allow it to be displayed in Spain until the people had a republic. This highlighted how much political discourse was attached to the work. Picasso’s piece not only reflected the attachments he had with his cultural homeland, but it was also a vanguard in political art for the 20th century.
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In the years during and following World War II, none of Picasso’s work spoke with quite the political force that Guernica had. Picasso had stayed in Nazi-occupied France during the war, where he produced some exceptional works, such as Still Life with Guitar (1942). During those years in France, Picasso’s work was becoming increasingly internalized and personal. He had fewer exhibitions of his art during this period, since his work did not conform to the standards of the Nazis occupying the French government. Picasso continued to experiment with bronze, even when bronze casting was prohibited, and he began to focus his attention on literature. He wrote numerous poems as well as two plays—Desire Caught by the Tail (1941) and The Four Little Girls (1949). These nonlinear works of literature drew on many of Picasso’s
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Learning Targets
The 1940s saw Picasso join the French Communist Party, and this added tension to his already strained relationship with artists such as Salvador Dali and Henri Matisse. In describing how politics fit with his art, Picasso stated, “I am a Communist, and my painting is Communist painting ... But if I were a shoemaker—Royalist, or Communist, or anything else—I would not necessarily hammer my shoes in a special way to show my politics.” His work was still somewhat controversial, given the state of the world post-World War II, but he was able to transcend those issues and engage the expressionistic style that was unique to his talents. While living out the remainder of his years in France, Picasso further transformed his style once again. He moved toward a more colorful, vivacious, adventurous mode that was unlike anything he had previously produced. Toward the end of his life, he drained his energy in an attempt to amass as much work as he possibly could. This drew judgment from critics who asserted he was past his prime. But Picasso’s enduring legacy and unfaltering worldwide popularity seem to imply he was simply ahead of everyone else.
11. The main purpose of the passage is to: A. compare and contrast Picasso’s life experiences in France during World War II to life in Spain. B. depict the influence Picasso had in the popularization of the expressionist movement in France. C. offer an explanation for Picasso’s absence from military involvement during World War II. D. discuss how Picasso’s work was influenced by a world in the midst of war.
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Sum It Up
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Student Page 120
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Lesson 6 – Intent and Purpose
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15. One main purpose of the second paragraph (lines 18–34) is to:
F. transition Picasso underwent after producing Guernica compared to his previous work. G. method of painting Picasso found himself employing at the time. H. complexity of the political regime existing in Nazi-occupied France. J. reluctance Picasso had toward becoming involved in military conflicts.
A. compare Picasso’s work with that of other painters and sculptors of the 20th century. B. indicate that Guernica explored the hopelessness and brutality Picasso associated with war. C. describe the typical artist and political pieces that were produced in the 20th century. D. speculate about Picasso’s internal reflections and the conditions that caused the bombing of Guernica.
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12. The main purpose of the fourth paragraph (lines 52–62) is to describe the:
13. The primary purpose of the words in quotations marks in lines 67–70 is to:
A. indicate that the focus of Picasso’s later art was exclusively anti-Spanish Civil War. B. provide examples of reasons Picasso’s work wasn’t solely reliant on his belief system. C. prove that Picasso’s political work was inspired by Salvador Dali and Henri Matisse. D. suggest that Picasso’s Guernica was too political for the French Communist Party.
14. The author mentions Picasso’s experimentation with bronze and writing literature during World War II primarily to suggest that his:
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F. interest in varying art forms remained present until France was occupied in World War II. G. time spent working with bronze and writing literature should have been spent painting. H. fascination with other art forms gave focus to his life while in Nazi-occupied France. J. commitment to selling art influenced him to cultivate a variety of talents for profit.
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END OF SET THREE STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.
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Modes of Writing
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Student Page 121
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ACT Practice
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Lesson 6 – Intent and Purpose
6.4.3 Set Three Answer Explanations 11. The correct answer is D. Choice A is incorrect because the passage primarily focuses on how the concurrent wars affected Picasso’s art. Choice B is incorrect because the passage does not focus on Picasso’s influence on expressionism. Choice C is incorrect because while the passage does explain Picasso’s absence during World War II, it is not the main purpose of the passage. Choice D is correct because the passage discusses Picasso’s art as it was influenced by both World War II and the Spanish Civil War.
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12. The correct answer is J. Choice F is incorrect because Picasso’s artistic transformation is not mentioned in the fourth paragraph. Choice G is incorrect because the fourth paragraph does not discuss Picasso’s then current method of painting. Choice H is incorrect because the fourth paragraph does not discuss the political regimes. Choice J is correct because the fourth paragraph states that Picasso had remained generally neutral in conflicts, with no desire to become involved.
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13. The correct answer is B. Choice A is incorrect because the passage does not suggest that Picasso’s later art was exclusively anti-Spanish Civil War. Choice C is incorrect because the passage indicates that Picasso opposed the political beliefs of Salvador Dali and Henri Matisse in the fifth paragraph, as his political actions added tension to his already strained relationship with those artists. Choice D is incorrect because the passage never indicates that the French Communist Party opposed Picasso’s work. Choice B is correct because Picasso claims that he would not let politics affect him in another profession, which implies that he did not let his politics affect him in his current profession as an artist. 14. The correct answer is H. Choice F is incorrect because the third paragraph states that Picasso did not conform to the standards of the Nazis occupying the French government, which implies that he continued to work with a wide variety of art during the occupation. Choice G is incorrect because the passage does not suggest that Picasso should have been painting instead of working in bronze or writing literature. Choice J is incorrect because the passage does not talk about Picasso’s commitment to selling art. Choice H is correct because the passage states that Picasso’s work became increasingly internalized and personal, which suggest that suggests that writing and bronze work gave him focus.
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15. The correct answer is B. Choice A is incorrect because the second paragraph does not discuss other painters or sculptors. Choice C is incorrect because the second paragraph does not describe the typical artist. Choice D is incorrect because while the second paragraph does discuss Picasso’s reaction to Guernica, it does not mention Picasso’s internal reflections and the conditions that caused the bombing. Choice B is correct because the second paragraph describes Guernica as a stark vision of animal and man being torn apart by the mechanization of war.
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ACT Mastery Reading ®
Sum It Up Intent and Purpose
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Author The writer of a piece of content, whether fiction, nonfiction, memoir, etc.
Narrator The person who recounts the events in a story, whether a fictional character or the author of the piece
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Purpose The author’s intention and reason for writing; what the author hopes the work will accomplish
Main Idea The central idea of a text, around which all events and information are focused
Tips and Techniques
Hashtags: As you read a passage, create a “hashtag” for each paragraph. You can even write it down if you have time. This will help you navigate the passage when you need to find details to answer questions.
Embrace Your Inner Five-Year-Old: Ask Why? as in Why was this detail included? What purpose does this detail/sentence/paragraph serve?
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Purpose: When a question asks about the purpose of a passage, consider the author’s purpose for writing. Is the author trying to entertain, convince, or inform/educate? If you can figure out the style of writing, you can eliminate a few answers right away.
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Purpose and Main Idea
Modes of Writing
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Student Page 122
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ACT Practice
Sum It Up
Lesson 6 – Intent and Purpose
6.5 Exit Ticket >> Students complete the three questions on their exit ticket.
Lesson 6 – Intent and Purpose
Name
Students are timed 4 minutes per practice set or 2 minutes to read the passage and 2 minutes to answer the questions. There is no break between questions.
Date
Exit Ticket Within the study of meaning-making, there exists a philosophical theory created to examine signs and symbols in everyday life. How do scholars go about classifying these signs and symbols? How should one 5 classify certain signs or symbols conveyed by different media? The human need for adapting to daily life plays a huge role in interpreting meaning and making the appropriate and corresponding decisions. Nonverbal communication with an ape, for example, could 10 potentially help us discover and unlock the patterns of signs and symbols in our own lives. The very basis of this is the concept of codes, such as the specific sounds humans use to form words or the movements we make to express specific emotions. Even our sense of fashion 15 is part of these codes. Codes require us to play the role of the receiver of data or the source of it, and they are benchmarks for societal values. Semiotics—the philosophical theory of signs and symbols—is an incredibly important part of our existence. As humans it is important that we distinguish between mediums and modalities. Modality is the encoding of information in a presentation that humans can understand. Medium is how information is delivered to the senses. We use natural language as our 25 primary modality because it is through spoken language that we convey and deliver meaning to one another. Handwriting is an excellent example of interpretation in modality. Everything from how neat the writing is to how nervous or angry the writer appears to be 30 translates from the page to some meaning interpreted 20
by the brain. Even factors as seemingly trivial as the type of stationary or writing utensil used can help us come closer to understanding the significance of what is written on the page. Oftentimes medium and modality 35 can overlap, as in the case of images. In other cases— such as Braille—human beings utilize a more tactile medium of modality.
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1. The primary purpose of the passage is to:
Semiotics is a study that overlaps with a great number of other fields because it influences everything from using a tool to build a table to interpreting meaning through speech during a job interview. Semiotics helps us understand the social and political content being delivered via media outlets. It affects large corporations in terms of branding and how well people respond to certain marketing campaigns. Mistranslation of culturally specific codes can result in disastrous outcomes that do not benefit manufacturers or consumers. Semiotics is unique in that its study draws people in from all arenas—from sculptors to neurosurgeons—who are looking to unlock the very foundation of communication. It is not surprising that the study of semiotics has been so widely studied by people—such as Aristotle and Plato—who appreciate that humans have an inherent desire to understand and be understood.
3. In the context of the passage, lines 46-48 primarily serve to:
A. examine the hierarchical classification of nonverbal communication. B. delineate between forms of communication that occur naturally and those that are learned. C. examine the similarities and differences between verbal and non-verbal forms of communication. D. describe the concept of semiotics and meaningmaking as well as the benefits of its study.
A. compare the function of semiotics in marketing to the philosophical nature of Plato’s and Aristotle’s work. B. contradict early assumptions of philosophers about the benefits of studying semiotics. C. support the point that semiotics is mostly used as a marketing tool for corporations. D. illustrate how understanding meaning across cultures is important to successful marketing.
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2. The main purpose of the second paragraph (lines 1837) is to describe:
F. the process of interpreting the significance of something that is handwritten. G. efforts by scholars to explore the ways through which information is presented and transmitted. H. the tactile characteristics of Braille as a type of modality within the study of semiotics. J. semiotic scholars’ need for capital to fund their research on verbal and non-verbal forms of communication.
Answered Correctly
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6.5 Exit Ticket
Read the passage on your exit ticket and answer the three questions.
Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
6.5 Exit Ticket Review
Within the study of meaning-making, there exists a philosophical theory created to examine signs and symbols in everyday life. How do scholars go about classifying these signs and symbols? How should one classify certain signs or symbols conveyed by different media? The human need for adapting to daily life plays a huge role in interpreting meaning and making the appropriate and corresponding decisions. Non-verbal communication with an ape, for example, could potentially help us discover and unlock the patterns of signs and symbols in our own lives. The very basis of this is the concept of codes, such as the specific sounds humans use to form words or the movements we make to express specific emotions. Even our sense of fashion is part of these codes. Codes require us to play the role of the receiver of data or the source of it, and they are benchmarks for societal values. Semiotics—the philosophical theory of signs and symbols—is an incredibly important part of our existence. As humans it is important that we distinguish between mediums and modalities. Modality is the encoding of information in a presentation that humans can understand. Medium is how information is delivered to the senses. We use natural language as our primary modality because it is through spoken language that we convey and deliver meaning to one another. Handwriting is an excellent example of interpretation in modality.
Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
6.5 Exit Ticket Review
Everything from how neat the writing is to how nervous or angry the writer appears to be translates from the page to some meaning interpreted by the brain. Even factors as seemingly trivial as the type of stationary or writing utensil used can help us come closer to understanding the significance of what is written on the page. Oftentimes medium and modality can overlap, as in the case of images. In other cases— such as Braille—human beings utilize a more tactile medium of modality. Semiotics is a study that overlaps with a great number of other fields because it influences everything from using a tool to build a table to interpreting meaning through speech during a job interview. Semiotics helps us understand the social and political content being delivered via media outlets. It affects large corporations in terms of branding and how well people respond to certain marketing campaigns. Mistranslation of culturally specific codes can result in disastrous outcomes that do not benefit manufacturers or consumers. Semiotics is unique in that its study draws people in from all arenas—from sculptors to neurosurgeons—who are looking to unlock the very foundation of communication. It is not surprising that the study of semiotics has been so widely studied by people—such as Aristotle and Plato—who appreciate that humans have an inherent desire to understand and be understood.
Entrance Ticket
Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
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ACT Mastery Reading Teacher Manual ÂŽ
6.5 Exit Ticket Review >> Students work the first question.
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1. The correct answer is D. Choice A is incorrect because the passage does not focus on the hierarchy of nonverbal communication. Choice B is incorrect because the passage does not focus on learned versus natural communication. Choice C is incorrect because the passage only briefly mentions non-verbal communication. Choice D is the correct answer because the passage repeatedly mentions semiotics and meaning-making as well as their study.
6.5 Exit Ticket Review
1.
The primary purpose of the passage is to:
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A. examine the hierarchical classification of non-verbal communication. B. delineate between forms of communication that occur naturally and those that are learned. C. examine the similarities and differences between verbal and non-verbal forms of communication. D. describe the concept of semiotics and meaning-making, as well as the benefits of its study.
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Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
Lesson 6 – Intent and Purpose
6.5 Exit Ticket Review >> Students work the second question.
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2. The correct answer is G. Choice F is incorrect because while the second paragraph does mention handwriting, it focuses on semiotics more generally. Choice H is incorrect because the second paragraph only briefly mentions Braille. Choice J is incorrect because the second paragraph does not mention the need for funds to support scholarly research. Choice G is correct because the second paragraph focuses on modality, which is described as a presentation, and medium, which is described as how information is delivered.
6.5 Exit Ticket Review
2.
The main purpose of the second paragraph (lines 18-37) is to describe:
SA
F. the process of interpreting the significance of something that is handwritten. G. efforts by scholars to explore the ways through which information is presented and transmitted. H. the tactile characteristics of Braille as a type of modality within the study of semiotics. J. semiotic scholars’ need for capital to fund their research on verbal and non-verbal forms of communication.
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Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket
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ACT Mastery Reading Teacher Manual ®
6.5 Exit Ticket Review >> Students work the third question. 3. The correct answer is D. Choice A is incorrect because while the passage does mention marketing, Plato, and Aristotle, it does not compare them in relation to the function of semiotics. Choice B is incorrect because the passage does not contradict anyone. Choice C is incorrect because while the passage does discuss semiotics as it can be used in marketing, it never indicates that semiotics is mostly used as a marketing tool. Choice D is correct because the last paragraph states that semiotics affects large corporations in terms of branding and how well people respond to certain marketing campaigns.
>> After all three questions are completed, students exchange papers. Solve the three exit items step by step on the
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board. Students grade using their red pens and then return papers to their classmates.
>> After solving the three exit items, revisit the learning targets slide. Students again assess their knowledge and
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confidence on the same 1 to 4 scale that they used at the beginning of the lesson. Students write this number in the designated area at the start of the lesson in their workbooks, along with any comments or questions they might have.
>> Finally, to close the lesson, have students return to the cover page of the lesson and write a caption for the picture
there. The caption should be a one-sentence summary of the lesson, a main rule or tip they want to remember, or an explanation of how the picture relates to the topic. If there is additional time, students can share and compare their captions with the class.
6.5 Exit Ticket Review
3.
In the context of the passage, lines 46-48 primarily serve to:
SA
A. compare the function of semiotics in marketing to the philosophical nature of Plato’s and Aristotle’s work. B. contradict early assumptions of philosophers about the benefits of studying semiotics. C. support the point that semiotics is mostly used as a marketing tool for corporations. D. illustrate how understanding meaning across cultures is important to successful marketing.
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Learning Targets
Quick Check
Purpose and Main Idea
Modes of Writing
ACT Practice
Exit Ticket