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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.
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):
31 to 60 Minutes
Materials and Resources:
Technology Resources Needed:
Digital projector or interactive whiteboard
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)
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.
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.
5. Students will independently complete the attached article and mini graphic organizer "Violent Weather".
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
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.