Authors Purpose

Library: 4th Grade-Friday, January 16th

Kim Kanofsky
Lesson 1 Overview:
Practice answering an essential question, forming opinions, and locating key details/evidence in
two books with similar themes.
Essential Questions:
What was the authors purpose for writing this story? Be sure to include evidence/key details
to support your response. You must also type your response in complete sentences with
adherence to appropriate spelling and grammar.
Guided Instruction:
Students will review the story, The Three Snow Bears, by Jan Brett. Teacher will then read
James Marshalls Goldilocks and the Three Bears. Students will discuss similarities between
this version (modern) and other Goldilocks and the Three Bears versions (traditional). Teacher
will lead a discussion about what Authors Purpose means and how (evidence and key points)
we know that is the authors purpose. Students will practice choosing the correct authors
purpose and determining the key details/evidence.
Student Activities: Students will participate in the discussion of similarities and differences
between both versions of Goldilocks. Students will also form opinions and ideas, present them
to the class, and provide evidence as to why they have that opinion. Students will discuss what
authors purpose means and how to locate evidence to support our ideas. Once the discussion
has concluded, students will type their response, complete with evidence and paying attention
to grammar and spelling, in a Google Document. If time allows, students will Share responses
with each other to review spelling, grammar, and content and then Share their responses with
Ms. Kraus.
Standards/Skills:
CCSS
CC.4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
CC.4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize
the text.
CC.4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of
good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional
literature from different cultures.
CC.4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
CC.4.W.1.b Provide reasons that are supported by facts and details.
CC.4.W.2.b Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.

CC.4.W.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
CC.4.W.5 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
CC.4.W.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
CC.4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and
expressing their own clearly.
CC.4.SL.3 Identify the reasons and evidence a speaker provides to support particular points.
I-SAIL (Illinois Standards Aligned Instruction for Libraries)
1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop and refine a range of questions to frame search for new understanding.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media,
digital) in order to make inferences and gather meaning.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular
areas, real world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions,
and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products
that express new understandings.
2.2.4 Demonstrate personal productivity by completing products to express learning.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and
informal situations.
3.2.2 Show social responsibility by participating actively with others in learning situations and
by contributing questions and ideas during group discussions.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
Students will be able to do/outcomes:
-

listen to and interpret the story

ask and answer questions in a group discussion
create a new Google Document
explain the authors purpose
provide evidence to support response
provide feedback to peers