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aCTIvITy 3.6
continued
Second Read
• Reread the letter to answer these text-dependent questions.
• Write any additional questions you have about the text in your Reader/Writer Notebook.
3. Craft and Structure: Based on your understanding of the Declaration of Independence, what is a synonym for declaration?
claim, announcement RI.6.4
4. Key Ideas and Details: Cite details in the text that explain why Jefferson was appointed to write the Declaration of Independence.
Reasons include the following:
• Jefferson’s writings were handed around and were noted for their “felicity” of
expression.
• Jefferson was prompt, frank, explicit, and decisive—all traits that would be
needed in drafting the declaration.
• Jefferson had one more vote than anyone else.
• Jefferson was a Virginian and was a better writer than Adams. RI.6.2
5. Key Ideas and Details: What can you infer about the type of person or politician Samuel Adams was based on the letter? Cite evidence in the text in your response.
Adams must have had political influence since he was able to procure the votes for Jefferson, a new member of Congress. He seems to have been a good judge of people also. RI.6.1
Working from the Text
6. Use the graphic organizer to help you analyze the tone and style of Adams’s letter. Provide evidence from the text of Adams’s specific diction and use of precise nouns and verbs.
my Notes
INdePeNdeNT
readING lINk
Read and Connect
Look for examples of formal and informal styles used
in your independent reading book. In what context is
each style used? Who is the speaker? Who is the audience? What is the subject under discussion? How does the tone compare to that of “Letter on Thomas Jefferson”? Record the examples and the answers to these questions in your Reader/Writer Notebook.
What is the purpose of the letter?
To explain why Thomas Jefferson was chosen to draft the Declaration of Independence
What are some examples of Adams’s formal style?
Specific diction for purpose and audience:
committees appointed
treaty
“felicity of expression”
“prompt, frank, explicit, and decisive”
Occasion
acTIVITY 3.6 continued
c To help students complete the graphic organizer and analyze tone and style, conduct a class discussion sharing examples and analysis.
d To experiment with style and tone, ask students to select and transform one of Adams’s sentences from the letter to an informal style and tone inappropriate for the purpose of the letter (e.g., boring, confused, upset). Allow students to read their transformations aloud and to explain their changes.
5. Key Ideas and Details (RI.6.1): What can
you infer about the type of person or politician M 9781457304620_TCB_SLAa_SmE_uL6e_Ul3_APd4.inadmd 1s95was based on the letter? Cite
evidence in the text in your response. Have students think about the political importance
Unit 3 • Changing Perspectives 195
of the Declaration of Independence, and the choice of a new member of Congress, Jefferson, to write it. What kind of influence did Adams13/04/15 seem to have in Congress?
4:33 PM
Unit 3 • Changing Perspectives 195
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.