ALEX Lesson Plan


Why Did You Write This?

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Christy Harrell
System: Opp City
School: Opp Elementary School
  General Lesson Information  
Lesson Plan ID: 33201


Why Did You Write This?


In this lesson, students will learn the reasons an author writes a selection. They will use various books and articles to determine the purpose of each text.

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
ELA2015 (2)
15. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. [RI.2.6]
ELA2015 (3)
15. Distinguish their own point of view from that of the author of a text. [RI.3.6]

Local/National Standards:


Primary Learning Objective(s):

The students will use writing and speaking to identify what the author wants to answer, describe, or explain.

The students will use writing and speaking to distinguish how their point of view is similar to or different from that of the author.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

  • Attached slideshow about Author's Purpose
  • Attached article "Violent Weather" (one per student)
  • Attached graphic organizer (one per student)
  • Various books and articles
  • Dry-erase boards and markers
  • Pencils

Technology Resources Needed:


Digital projector or interactive whiteboard

Attached slideshow


Teacher will need to gather various books, magazines, and newspaper articles that demonstrate the different purposes for writing.

For example: Moostache (entertain), National Geographic for Kids magazine (inform about animals), Sun, Moon, and Stars (inform about solar system), Junie B. Jones (entertain), Cookbook Recipes (directions on how to do something), Newspaper Article titled "Football is the Greatest Sport in the World" (persuade)

Make sure that Author's Purpose slideshow is accessible.

Gather dry-erase boards and markers (one per student)

Copy article "Violent Weather" and graphic organizer (one per student)


Introductory Activity:

1. Display several books, magazines, and newspaper articles (examples listed above). Have students turn and talk with a partner answering, "Why would you read this book, magazine, or newspaper article?"

2. Remind students that we always have a purpose for reading and authors always have a purpose for writing.

Developmental Activities:

3. Write the terms persuade, inform, and entertain on the board. Show the attached slideshow on Author's Purpose. Students will use dry-erase boards and markers during the slideshow. Some examples in the slideshow are debatable. Allow students to defend their opinion. Discuss that some text may have more than one purpose. Make the point that their point of view may be different from the author's. 

4. Give students the attached graphic organizer.  Read an easy informational textbook or article to the class. Stop at various points to record the author's purpose. Allow students to discuss their thoughts before sharing with the class.

Culminating Activity:

5. Students will independently complete the attached article and mini graphic organizer "Violent Weather".

**Some files will display in a new window. Others will prompt you to download.

Assessment Strategies

Teacher observation

Student participation during slideshow and discussions

Grade independently completed graphic organizer




Teacher will meet with students who did not understand the concept either individually or in small groups for remediation.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.