STANDARDS:

LAFS.910.RI.2.4 DETERMINE THE MEANING OF WORDS AND PHRASES AS THEY READING TEACHER’S NAME
ARE USED IN A TEXT, INCLUDING FIGURATIVE, CONNOTATIVE, AND TECHNICAL THERE IS ONE LESSON FOR EACH
MEANINGS; ANALYZE THE IMPACT OF SPECIFIC WORD CHOICES ON MEANING CONCEPT. THE LESSONS ARE MEANT
AND TONE, INCLUDING ANALOGIES OR ALLUSIONS TO OTHER TEXTS. TO BE TAUGHT IN ORDER, STARTING
LAFS.910.RI.2.6 DETERMINE AN AUTHOR’S POINT OF VIEW OR PURPOSE IN A WITH CONCEPT #1. BY THE END OF ALL
TEXT AND ANALYZE HOW THE AUTHOR ACKNOWLEDGES AND RESPONDS TO FOUR LESSONS, THE STANDARDS WILL
CONFLICTING EVIDENCE OR VIEWPOINTS. BE ACHIEVED.
EACH LESSONS TAKES APPROXIMATELY
60 MINUTES.

Key objectives ESSENTIAL QUESTIONS LESSON ATTACHMENTS

Apply appropriate strategies to determine meaning How do I determine the meaning of words I don’t Text “Are Today’s Teenagers Smarter and Better Than
of words in the context  know? We Think? By Tara Parker-Pope
Determine the author’s tone and how specific words What is an author’s tone? How do specific choices of Author’s purpose and viewpoint character
reveal the author’s tone words impact the author’s tone? worksheets
Identify the author’s point-of-view or purpose in the How do I use the author’s tone to help me identify
text and analyze the use of conflicting information to the author’s point-of-view, or purpose?
establish a counterclaim and produce a more well- How does the author use a counterclaim and
rounded argument conflicting information to better support their point-
of-view or purpose?

CONCEPT #1 CONCEPT #2 CONCEPT #3 CONCEPT #4

Meanings of Words
LESSON ESSENTIAL QUESTIONS #1
How do I determine the meaning of
words I don’t know?
Tone and Word Choice
LESSON ESSENTIAL QUESTIONS #2
What is an author’s tone? How do
specific choices of words impact the
author’s tone?
Author’s Point-of-View and Purpose Counterclaim Analysis
LESSON ESSENTIAL QUESTIONS #3 LESSON ESSENTIAL QUESTIONS #4
How do I use the author’s tone to help How does the author use a
me identify the author’s point-of-view, counterclaim and conflicting
or purpose? information to better support their
point-of-view or purpose?

1
INSTRUCTION
Introduce the concept by first letting
students know that it’s completely
normal to not know all of the
meanings of words in a text. As we
learn vocabulary, we become stronger
readers, but it’s not practical to know
every single vocabulary word in the
English language. So, we use context
clues to better determine the meaning
of unknown words in a text. We can
then replace the words we don’t know
with synonyms, or words that are the
same meaning, but easier to
understand.
Before we begin, we must touch on
connotation. The connotation of a
word is the emotions behind it. A
word can either be positive, negative,
or neutral.
For example:
The word HOME has a positive
connotation
The word SHACK has a negative
connotation
The word HOUSE has a neutral
connotation
By first identifying the connotation, or When I say “cheap” it comes off as
emotional impact of a word, we can
better identify the meaning.
To practice identifying connotation,
using context clues, and making
inferences, we are going to read a text negative or disappointed.
about YOUR generation, Gen Z!
2
INSTRUCTION
Now that we understand connotative
meanings of words, or the emotion
associated with words, we are going
to move to author’s tone. If an adult
has ever said to you, “Don’t use that
tone with me.” Then they were likely
saying “Drop the attitude.”
Which leads me to the meaning of
author’s tone. An author’s tone is the
author’s attitude towards a topic. We
have to ask ourselves, “What is the
author’s attitude or feeling towards
the topic” to uncover the tone.
We uncover the tone by looking at
word choice! Specific word choice is a
powerful tool for creating a tone, or
attitude towards something.
Listen to the word choice I use here:
“I bought some inexpensive airpods
off of a friend.”
“I bought some cheap airpods off of a
friend.”
I’m saying the same thing in both
sentences, but one sounds more
negative than the other because of
the connotation.
negative because a cheap product
usually means its crappy. Therefore,
my tone or attitude in the second
sentence shifts from neutral to
Let’s practice uncovering tone, or the
author’s attitude, towards your
INSTRUCTION INSTRUCTION
We can use the author’s tone, or So far, we have identified the
attitude about a topic, to determine meanings of words we don’t know in
what their point-of-view or purpose is. the text, analyzed the use of specific
Before we can do that, we first have to words and connotations to impact the
understand what point-of-view is. author’s tone, and used the author’s
tone to identify the purpose of the
I like to think of point-of-view as the
text.
angle at which the author sees things.
An author’s point-of-view often The next concept we are going to talk
about and practice is the author’s use
dictates their purpose in writing. Is
their purpose to persuade? Inform? of a counterclaim.
Entertain? First, what is a counterclaim?
Let’s think about these three A counterclaim is used in persuasive
purposes. and argumentative texts to counter or
offer opposing information to the
If an author’s purpose is to persuade,
point the author is trying to argue.
then they will likely have an opinion
about the topic that they want the But, why would you offer conflicting
reader to believe or even do. information to prove your point?
If an author’s purpose is to inform, We are going to discover the power in
then they want the reader to take a counterclaim and understand why
away information and facts about the the author uses it to make their point
topic. even stronger!
If an author’s purpose is to entertain, Let’s start with what the author is
then they want the reader to enjoy trying to persuade us of.
the text or story and be amused by it. Based on all of our searching and
We can use the tone of the text to annotating in the previous lessons, we
determine the author’s point of view have to ask ourselves what the entire
or purpose by asking “Who is the point or central idea of the article is.
author? Why does the author have
this tone (attitude) towards the topic?
Is their tone (attitude) positive,
negative, or neutral?”

ACTIVITY/PRACTICE
Provide each student with the text
“Are Today’s Teenagers Smarter and
Better Than We Think?”
Read only the first chunk together as a do, We do, You do” method again.
class.
Once the first chuck is read aloud,
have students take 2 minutes to circle tone.
the words they don’t understand, or
know the definitions to.
Use the “I do. We do. You do” method
of modeling comprehension through
context clues by starting with “I do”
and thinking out loud as you use
context clues to make inferences on
what each word means.
First circle the word “hand-wringing”.
Ask the students if they circled this
word too.
Most students should say “yes”
Read only the sentence with “hand-
wringing” in it: “While there has been
much hand-wringing about this
cohort, also called iGen or Post-
Millenials, the stereotype of a
disengaged, entitled and social-media
addicted generation…”
Ask if the students think “hand-
wringing” is a positive, negative, or
neutral connotation.
Why do they think the word is
3
generation in the text. We want to
know what the author’s attitude is
towards GenZ.
ACTIVITY/PRACTICE ACTIVITY/PRACTICE ACTIVITY/PRACTICE
Let’s look closely for Strong Words! In the previous lesson, students found Say “I want you to complete ONLY the
Using the first paragraph, guide the tone, key words, supporting first part of the worksheet. Answer
students towards tone by using the “I details, and central idea from their Part 1 with your partner by using your
assigned paragraphs. evidence and central ideas from what
Make sure to Think Aloud as you Match students up with another you’ve already annotated.”
demonstrate the process of finding student that was not assigned their Arrange students in pairs to get
same paragraph. For example, if together and complete the “Purpose
Say “What is the topic of the text?” partner A was assigned Paragraph 2, and Conflicting Viewpoints”
place them with a student that has worksheet.
Answer: Gen Z paragraph 3. Make sure every student Give students 7-10 minutes to
Say “What words are describing the finds a partner with a different
complete this task. Circulate the room
topic of GenZ?” paragraph.
as they work.
Read out loud only lines 1-5. Say “I want you to share the tone, Once students are complete, have a
Answer: “stereotype, disengaged, words that uncovered tone, class discussion to gauge student
entitled, addicted” supporting details, and central idea answers and guide them towards
with your new partner. Make sure you hitting the target. Review the answer
Say “These words all have a very
walk your partner through the process key to make sure students are on
negative connotation, but I see that
of how you got to your answers. DO point.
the word stereotype. What does
NOT just give them your paper to
stereotype mean?” Once the discussion is over, move on
copy. Teach them about your
Allow students to answer this paragraph. You are an expert in your to the opposing viewpoints portion of
question. the worksheet.
paragraph, so teach your new partner
A stereotype is when people about it.” Say “Now that we’ve identified the
purpose, central idea, and supporting
automatically label someone based on Give students about 5-7 minutes to
widely assumed information, that may share their information. details of the text as a whole, we are
going to map out and examine the
not be true.
Switch to a new partner until every arguments and opposing viewpoints
Say “So is the author saying GenZ IS student has all the information for mentioned in the argument.”
disengaged, entitled, and addicted to every paragraph.
social media?” Say “The second part of your task
This should take up about 30-45 today is to work with your partner to
Let students answer: “No, the author minutes for all the switches. Make
gather evidence of both viewpoints
seems to think GenZ is falsely accused sure you walk around the room and
(Author’s Viewpoint and Opposing
of being these things.”
positive, negative, or neutral?
Lead students towards this answer:
“The word hand-wringing” is negative
because the sentence goes on to
describe today’s teens as stereotyped
and “disengaged, entitled, and social
media addicted” which all have very
negative connotations.
Teacher is still doing “I do” or “Think
aloud” portion of practice. Make sure
to also write down and annotate as
you think aloud. Using a doc cam to
display writing is ideal.
Say “now that we know the
connotation of hand-wringing is
negative, I’m going to make inferences
about what hand-wringing cold
mean.”
Say “When I think of hand-wringing, I show that GenZ is making a positive
think of someone clasping their hands contribution to society, or adding
together tightly as if wringing out a beauty to the cover?
wet towel, but with their hands.”
*Teacher clasps hands together very
tightly*
Say “Maybe older generations are
stressed or concerned about GenZ, or
younger generations?”
Say “I’m going to replace the word
“hand-wringing” with “concern” and
see if it makes sense to me and helps
me comprehend the text better.
Say “While there has been much
hand-wringing concern about this
4
Say “Let me keep reading to see if
there’s more words that describe the
topic of GenZ”
Read out loud lines 5-7.
Identify the words that describe GenZ
“Poised, Media-savvy, Inclusive,
gracing”
Say “WOW! All of these words have
very positive connotations!”
Say “I noticed the author used
“gracing magazine covers.” Why do
you think they said ‘gracing” instead
of just saying “printed on magazine
covers?”’
Say “Let’s think about the
connotations.
“Printed on” is neutral
“Gracing” is positive
Maybe the author used “gracing” to
Say “Is the author saying something
different than what GenZ is
stereotyped as?”
Allow students to answer back: “Yes,
the author thinks the stereotypes are
wrong and GenZ is actually really
productive.”
Say “So what do you think the
author’s tone is, or attitude towards
GenZ?”
Allow students to answer: “The
monitor if students are actually Viewpoint) from your assigned
“teaching” their partners about how paragraph.”
they came to their answers. Before allowing the students to begin,
After every student has their answers show the examples that are pre-made
to all 7 paragraphs, move on. for the lesson.
Say “Now that we know the tone of Say “Using paragraph 1 as an example,
each paragraph, let’s combine and point out the opposing viewpoint of
review the tones that we gathered GenZ.”
from each paragraph.”
Students should say “While there has
Ask students what the overall tone of been much hand-wringing about this
the article is based on their cohort, also called iGen or the Post-
observations of the tones from each Millennials, the stereotype of a
paragraph. disengaged, entitled and social-media
Lead a class discussion to conclude the addicted generation”
overall tone is “The author has a very Say “Now, show me the author’s
positive attitude towards GenZ that viewpoint of GenZ in paragraph 1”
highlights their capabilities to lead and Students should say “doesn’t match
make positive changes in society.” the poised, media-savvy and inclusive
Say “So we know the author has a young people leading the protests and
very positive attitude towards GenZ” gracing magazine covers.”
Ask the class “Who do you think the Now show them the example of
author is? What is their position as a where to write each viewpoint in the
writer?” thought bubbles and read the
Students may say the authors name. directions out loud.
Try to lead the conversation towards Have students pair up and begin to
the author’s occupation as a journalist work on their assigned paragraphs for
for NY Times. 10-15 minutes.
Say “Did this journalist present Once students have completed the
information that was one sided? Or task, hold a class discussion for each
did she also present information that group to present their found
showed the opinions against GenZ?” viewpoints.
Have class discussion about how the Then, have the students all stand up
author presented information that with one viewpoint character in their
was not in favor of GenZ. hand. Each student should have one.
Have the students line up shoulder to
Ask “Did it seem like the author was
trying to defend GenZ and prove the shoulder with their characters in hand.
cohort, also called IGen or the Post- author’s tone, or attitude, towards stereotypes wrong?” Once the students are lined up
Millennials, the stereotype of a GenZ is positive and impressed. The Have discussion that leads to a “yes” properly, the teacher will have to help
disengaged, entitled and social media author seems to be impressed by how answer. organize kids, ask all of the
addicted generation…” advanced GenZ is.” counterclaims to step forward. Have
Say “So, if the author has a positive the counterclaims find the matching
Now that the teacher has modeled Now, fill out the prompts under the attitude or tone towards GenZ, and
the process of using connotation, text under the doc cam. Have students seems to defend GenZ, what do you person with a logical supporting detail
context clues, and inferences to copy you. that disproves their counterclaim.
think the author’s purpose is?”
understand the meaning of words, put TONE: Impressed Give the students 2-3 minutes in their
it on the students to do the same Lead discussion towards the answer matched groups to discuss why the
Say “I know what the tone is, but what “Persuasive.”
process with the teacher. “We do” supporting detail disproves the
words brought me to that counterclaim it is matched with.
Hold a whole class discussion to find conclusion?”
the meaning of “cohort.” Ask groups to share their thinking and
Let students answer: “Poised, Savvy, encourage their thought process by
Say “What do you guys think the inclusive, gracing”
connotation is?” Answer: Neutral asking questions and leading to
Fill in the prompt with these words further discussion.
Say “What are some context clues that and have students do the same.
could lead me to the definition?” Once this activity is complete,
Answer: “also called iGen or the Post- Words that uncover the tone: students can sit down.
Millenials” 1. Poised Say “Why do you think it is important
Say “What inferences can we make 2. Savvy for an author to include a
3. Inclusive counterclaim in their argument?”
about what cohort means?” Answer:
Since cohort is defined in the text as 4. Gracing Hold a class discussion that
“also called igen or post-millennials,” encourages them to say things like “A
maybe a cohort is a specific group of Say “Now that we know the tone and counterclaim makes the argument
people? the words that signal the tone, what is more logical and valid. The author has
the central idea of this paragraph? to show that they have considered the
Let’s use our strategies from yesterday other side of the argument, bust has
Students should conclude that to help us find the central idea.” still found evidence that their
“cohort” means “group.”
Say “We find the central idea by argument is correct.”
Now replace cohort with group in the looking at the important details that
text. “While there has been much support a claim. Some details I notice
hand-wringing concern about this are adults are surprised by GenZ in
cohort group,…” action. People are concerned about
Now, students will get in pairs to GenZ and stereotype them as
complete the “You do” part of the disengaged, entitled, and addicted.
activity. Assign students in pairs. BUT, these stereotypes don’t match
Instruct them to continue to read the poised, savvy, and inclusive kids
through the first chunk of text and that are protesting and gracing

5
find the meanings of “disengaged”,
“poised”, “inclusive” and “gracing”.
Prompt them to use the process:
Find connotation
Find Context Clues
Make Inferences
Students have 10-15 minutes to
complete this.
After complete, give pairs time to
share their answers and process of
getting to that answer. Have
discussion and encourage their
thinking process.
Ask students to answer the E.Q.
“How do I determine the meaning of
words I don’t know?”
Hold small discussion and lead them
to the process of connotation, context stereotypes don’t match the poised,
clues, and inferences.
6
magazine covers.”
Write the details you found in the
prompt:
Supporting Details:
1. Adults are surprised by GenZ
in action.
2. People are concerned about
GenZ and stereotype them as
disengaged, entitled, and
addicted.
3. BUT, these stereotypes don’t
match the poised, savvy, and
inclusive kids that are
protesting and gracing
magazine covers.”
Say “What do these details point to?
What is the most important detail?”
Allow students to answer: “these
savvy, and inclusive kids that are
protesting and gracing magazine
covers.”
Say “Okay, now I’m going to make an
inference about the central idea based
on the most important supporting
detail”
Central Idea: The central idea of
paragraph 1 is that GenZ is more than
the stereotypes that older people
have of them.
(We do/I do) Now that you have
modeled the analysis process and
have shown students how to uncover
tone, supporting details, and central
idea, allow students to work in pairs.
Assign each pair one paragraph. The
 text is broken into 7 paragraphs, since
you already modeled with paragraph
1, assign paragraphs 2-7 to each pair.
Give students 10-15 minutes to
complete the process for their
assigned paragraph.
Have a whole class discussion to
encourage students in their thinking
and guide answers.

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