Author's Purpose and Craft: Identifying Literary Devices Including Point Of View To Achieve Purposes (TEKS.ELA.6.9.E)
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Texas 6th Grade ELA › Author's Purpose and Craft: Identifying Literary Devices Including Point Of View To Achieve Purposes (TEKS.ELA.6.9.E)
I pressed my forehead to the bus window as the first drops of rain traced crooked paths down the glass. My sketchbook rested on my knees, open to a page of half-finished stars. If I finished them tonight, I could tape the drawing above my desk, a little constellation that belonged only to me. The bus jolted over a pothole, and my pencil slid, leaving a streak like a comet's tail. I sighed and tried again. Across the aisle, two classmates laughed, but I couldn't hear their words over the thrum of the engine. That was fine. The steady rhythm let my thoughts settle. I pictured the sky clearing by the time I got home, the backyard shining with rain. I would tiptoe past the muddy spots, climb the porch steps, and spread my paper on the table. The house would be quiet, just the patter of water dripping from the eaves and the scratch of my pencil finding the final points of light.
Which point of view is used, and how does it affect the story?
first-person
third-person limited
third-person omniscient
second-person
Explanation
Answer: first-person. The narrator uses I/my to share personal thoughts and feelings, creating an intimate, inside-the-head view but limiting us to only the narrator's experiences. Extension: Rewrite 3–4 sentences in third-person limited or second-person. Scaffold sentence starters: Third-person: She pressed her forehead...; The artist thought...; She pictured the sky.... Second-person: You press your forehead...; You picture the sky...; You spread the paper.... Enrichment: Compare how this first-person excerpt and a third-person story you know shape your understanding of characters and mood.
Maya waited at the edge of the cafeteria line, twisting the strap of her lunch bag. The new menu board showed a picture of steaming soup, but the choices weren't clear, and Maya hated making the wrong call. She scanned the trays sliding past. Tomato. Chicken. Something green with noodles. Her stomach tightened. The line moved. Behind her, a boy tapped his foot; in front, a teacher smiled and chatted with the server. Maya wished she could borrow someone else's certainty, just for a minute. Chicken, she decided, and the word felt like a tiny step onto firm ground. She took her tray and searched the room for a spot that didn't look claimed. The table by the window caught her eye. Two girls sat there, heads bent close. Maya hesitated, then walked over. She lifted her hand in a small wave. The girls glanced up. One offered a quick smile, then looked back at her friend. Maya set down her tray, hoping the soup tasted like something she could finish.
Which point of view is used, and how does it affect the story?
first-person
third-person limited
third-person omniscient
second-person
Explanation
Answer: third-person limited. The narrator uses she/her and reveals only Maya's thoughts and feelings, keeping other characters' minds hidden and building small uncertainties around them. Extension: Rewrite 3–4 sentences in first-person or second-person. Scaffold starters: First-person: I waited at the edge...; I wished I could borrow...; I chose chicken. Second-person: You wait at the edge...; You choose chicken...; You set down your tray.... Enrichment: Compare this focused limited view with an omniscient story to see how access to only one mind changes suspense and empathy.
The wind skimmed across the field as Jamal tightened his shoelaces, trying to steady the jitter in his chest. He told himself it was just excitement, but he feared missing the pass. On the sideline, Coach Rivera watched him and relaxed her shoulders; she believed the drills had prepared the team, though she worried about their timing. Near the bleachers, Lily tucked a loose strand of hair behind her ear and hoped Jamal would notice her cheering; she wanted him to feel confident, even if she could barely hear herself over the crowd. The whistle shrieked. The ball arced into the pale afternoon, and three players surged forward. Jamal spotted the opening before anyone else and sprinted. Coach Rivera's heart lifted when she saw him commit without hesitation. Lily's hands flew up, the beginnings of a clap. The ball smacked into Jamal's palms, warm and certain. For a moment, the whole field seemed to draw one breath—players, coach, and crowd—before the game rushed on.
Which point of view is used, and how does it affect the story?
first-person
third-person limited
third-person omniscient
second-person
Explanation
Answer: third-person omniscient. The narrator reveals the thoughts and feelings of multiple characters (Jamal, Coach Rivera, Lily), giving a wide-angle view that builds a fuller picture of the moment. Extension: Rewrite 3–4 sentences in third-person limited from only Jamal's perspective or in first-person as Jamal. Scaffold starters: Limited: Jamal tightened his laces...; He told himself...; He spotted the opening. First-person: I tightened my laces...; I told myself...; I spotted the opening.... Enrichment: Compare this all-knowing view with a limited POV scene to see how sharing several minds changes tension and insight.
Maya balanced the poster board against her knees while the gym filled with the squeak of sneakers and the buzz of voices. She had taped each photo straight, but now she noticed a corner peeling and pressed it down with her thumb. The judges drifted along the row of projects like quiet ships. Maya watched them pause at the volcano, then at the solar oven, and she measured their nods the way she measured teaspoons last night. Her stomach fluttered as she pictured her graph—the neat line rising—wondering if it looked too simple. Tariq waved from across the aisle, mouthing something, but the gym lights glared against his glasses and she couldn't read his lips. One judge finally turned toward her table, pen already in hand. Maya rehearsed her first sentence in her head, then another, then forgot both. She felt the ribbon of her name badge itch against her neck and wished she could stand perfectly still. The judge smiled politely, eyes unreadable, and Maya's pulse counted out the seconds.
Which point of view is used, and how does it affect the story?
A. First-person; the narrator uses I to tell personal experiences directly.
B. Third-person limited; the narrator follows Maya with she/her and reveals only her thoughts, keeping others' feelings a mystery.
C. Third-person omniscient; the narrator reveals what every character is thinking and feeling at all times.
D. Second-person; the narrator speaks to you and makes you the main character.
Explanation
Correct: B. The passage is third-person limited. It uses she/her for Maya and shares only her inner thoughts and sensations (her stomach fluttering, rehearsed sentences) while leaving the judges' and Tariq's thoughts unknown. Effect: This creates suspense and closeness to Maya, since we can't know how others view her project. Extension: Rewrite 3–4 sentences in first-person to shift the voice. Sentence starters: I pressed the peeling corner down. I rehearsed my first sentence, then forgot it. My name badge itched against my neck. I watched the judge's unreadable eyes. Enrichment: Compare this limited POV to an omniscient version of a science fair scene. How does knowing all characters' thoughts change your feelings about Maya's chances and the tension in the gym?
The neighborhood court shimmered after the rain, and Jae bounced the ball, counting the steady thump. He wanted the last spot on the team and pictured his name on the roster, trying to steady his breathing. He worried his crossover looked stiff. On the bench, Coach Ramirez folded his arms, thinking Jae's footwork had improved but his passes still came a beat late. Coach watched the arc of the ball and made a silent note to test Jae's vision downcourt. Near the fence, Nina and Malik traded glances; Nina admired Jae's calm, but Malik wondered if Jae could handle pressure. Jae launched a shot that kissed the rim and dropped. He felt a tiny spark of hope and promised himself not to grin. Coach Ramirez hid a smile, deciding that Jae's timing was better than last week. When the whistle blew, Jae jogged over, rehearsing what to say, while Coach planned which drill would reveal who stayed composed under stress. The sky brightened, and the court held the echo of everyone's separate thoughts.
Which point of view is used, and how does it affect the story?
A. First-person; the narrator uses I and shares only the speaker's thoughts.
B. Third-person limited; the narrator stays with Jae's thoughts and hides everyone else's.
C. Third-person omniscient; the narrator reveals thoughts of multiple characters, giving a fuller view of the tryout.
D. Second-person; the narrator speaks directly to you and puts you on the court.
Explanation
Correct: C. The passage is third-person omniscient. We enter Jae's mind, Coach Ramirez's thoughts, and even Nina's and Malik's reactions. Effect: This all-knowing view lets readers compare perspectives, creating dramatic irony as we see the gap between what Jae believes and what the coach plans. Extension: Rewrite 3–4 sentences in third-person limited from only Jae's perspective. Sentence starters: He bounced the ball and tried to steady his breath. He guessed the coach was watching but couldn't tell what the man thought. His shot touched the rim and fell, and hope flickered. He prepared what to say as the whistle blew. Enrichment: Compare this omniscient scene to a limited version of the same tryout. How does limiting access to only Jae's thoughts change the tension and the reader's predictions?
I found the old flashlight at the back of the closet, cool and dusty in my palm. The storm had pushed the power out, and the house hummed with little noises I never noticed until the lights went dark. I aimed the beam down the hallway and watched it bend over picture frames like a ribbon of pale moon. My little brother trailed behind me, close enough that I could feel his sleeve brush mine. I told him we were explorers, and the hallway was a cave, and the thunder was just a drum signaling our next step. The kitchen window flashed with lightning for a heartbeat, and I saw our reflections—two brave shadows—before the dark slid back. My chest felt tight but excited, like before the first drop on a roller coaster. I nudged the flashlight toward the pantry and said we'd find treasure there. The door creaked, and we both laughed, because creaks sound less scary when you name them yourself.
Which point of view is used, and how does it affect the story?
A. First-person; the narrator uses I to share personal thoughts and feelings, creating a close, subjective view.
B. Third-person limited; the narrator uses she/he and stays outside the character's mind.
C. Third-person omniscient; the narrator tells everyone's thoughts, including the brother's.
D. Second-person; the narrator addresses you as the main character.
Explanation
Correct: A. This excerpt is first-person. The narrator uses I and directly tells personal feelings and observations (my chest felt tight but excited), which creates intimacy and a vivid, subjective experience of the storm. Extension: Rewrite 3–4 sentences in third-person limited from the sibling's perspective. Sentence starters: He gripped the flashlight and told himself they were explorers. He felt his brother's sleeve and stood closer. He watched the beam bend over the frames like a ribbon of moon. He decided the pantry would hold their treasure. Enrichment: Compare this first-person scene to a third-person version. How does hearing I change your connection to the narrator's bravery and the way the storm feels?
You step onto the stage and feel the wood warm under your shoes. The auditorium lights bloom, and for a second you can't see the rows of faces, only the soft glow that makes the microphone look like a tiny moon. You take a breath, letting it fill your ribs like a balloon, and you picture the word you studied on sticky notes around your room. Your palms tingle, but you steady the card in your hand and listen as the pronouncer says the next word. You repeat it, tasting the syllables, and trace the letters in the air with your finger where no one can see. Somewhere in the dark, someone coughs; somewhere closer, a friend clasps their hands—and you imagine their quiet thumbs-up. You spell the word, one letter at a time, like stepping across a stream on smooth stones. When the bell stays silent, you feel your shoulders fall with relief, and you let yourself smile as the lights soften into a hallway of stars.
Which point of view is used, and how does it affect the story?
A. First-person; the narrator uses I to describe a personal spelling bee experience.
B. Third-person limited; the narrator sticks to one character using she/he pronouns.
C. Third-person omniscient; the narrator reveals the thoughts of many characters at once.
D. Second-person; the narrator speaks to you, placing the reader directly in the scene.
Explanation
Correct: D. The passage is second-person. It addresses you directly and places the reader as the main character on stage, making the experience immediate and immersive. Effect: Readers feel the nerves and relief as if it's happening to them. Extension: Rewrite 3–4 sentences in third-person limited about a single contestant. Sentence starters: She stepped onto the stage and felt the wood warm under her shoes. She pictured the word on a dozen sticky notes. She traced the letters in the air where no one saw. She waited for silence instead of the bell. Enrichment: Compare this second-person scene to a first-person version. How does being spoken to as you change your emotional involvement compared with hearing I from a single narrator?