South Dakota ELA 9-10.RST.6
The Standard
Analyze how the author’s purpose or point of view shapes the style and content when providing an explanation, describing a procedure, or discussing an experiment in a text.
South Dakota English Language Arts Standards (2025) · Literacy in History/Social Studies, Science, and Technical Subjects
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students figure out why someone wrote a science or technical text and what view the writer takes. They explain how that choice affects the wording and the details included.
What Mastery Looks Like
- Given a lab procedure and an experiment summary, students can explain why one uses commands while the other presents measurements and careful claims. They point to a phrase or detail in each text as evidence.
Common Misconceptions
- Students may confuse a writer's point of view with the use of first-person pronouns. They may spot a warning or measurement without explaining why the writer included it.
How to Assess It
- Exit ticket: Read, "Wear goggles before adding vinegar; record the gas volume every 30 seconds." Explain why the writer uses commands and includes both a warning and a measurement step.
Lesson moves
Ways to Teach It
Have pairs test two paper towels with measured water, then write a lab note for scientists and an instruction card for classmates.
Ask: Why does a lab report include measurements while a safety card uses commands? Write two sentences using an example from each.
Give teams four cards: a procedure, a product claim, a lab report, and an explanation. Have them sort by purpose and defend one word choice.
Compare a thermometer manual with an online product review; students circle safety warnings and opinions, then explain why each writer included them.
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Printable 9-10.RST.6 Worksheet

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