Name: Karime Martinez LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

Author's purpose and craft: listening, speaking, reading, writing, and thinking using By the end of the lesson, students will be able to apply their
multiple texts. The student uses critical inquiry to analyze the authors' choices and knowledge working in groups/independently and identifying the
how they influence and communicate meaning within a variety of texts. The student
author’s purpose of texts provided. Students will also be able to
analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. project their learning by writing in accordance with author’s purpose.
Specific Measurable Attainable Relevant _Time
Grade: 2nd Subject: Language Arts

Task Analysis: (C4) What lang. must be taught: Persuade, Inform, Entertain Strategy to teach Language: (C4)

What skills must be taught: • Anchor Charts

• Text examples of each category
• Identifying and Differentiating
• Reasoning & Thinking • Frayer Model

Assessment: (C5)
Class Discussion: As a class we will be introducing Author’s Purpose and discussing the three major types along with providing examples for better understanding.
Graphic Organizers: Anchor charts will be utilized to differentiate between the three types of author’s purpose in order for students to visually understand the information.
Worksheets: After discission and visual aids to help understanding, students will be able to work in groups in order to identify the Author’s purpose in several text examples.

Strategies for Success: (C6) Element of Technology: (C6)

• Graphic Organizers: Anchor Charts Quizlet: Allows student to define and recall the information taught during lesson. It
would be creative and beneficial having students make their own set of learning tools to
• Similarities/Differences: Classifying help them understand the concept followed by examples.
Miro: Have student work together in the app and create a concept map forming their
understanding from the lesson, from there they can add and comment on the topic.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Graphic organizers • Easel pad
• Markers
Auditory – • Computers (ensure video is working before class
Videos/Class discussion
Kinesthetic– begins to ensure not time is wasted)
• Worksheets (blank graphic organizers)
Interactive Worksheet • Internet for visual aids

Higher Order Questions to ask: (C6)

1. What are some of the motives behind the author writing this selection?

2. What strategies can you use to find evidence to determine the author’s purpose?
3.
Distinguish the differences between persuade, inform, and entertain.

Hook: (C7) Closure: (C7)

Conversation starter: Teacher will begin by grabbing an interesting random item from the
classroom and begin to persuade a student to purchase it by describing it and saying the best
things possible about it. This is portraying what a sales associate would do to a customer. After
this, students will have full attention on teacher and wondering what will be next. This
example will be followed by two more examples, one being a story to entertain a student and
another being an informational story informing students. This will sort of get them thinking
and wondering what the lesson for the day will be.
At the end of the lesson, students will be able to able to recap what
they learned by using the 3-2-1 method. In an index card or post it
note provided, they will right 3 things they learned, 2 things they
have questions about, and 1 thing they would like the teacher to
know.
1. Teacher Input / Direct Instruction / Modeling: (C6)
Before beginning the lesson, teacher is going to get students’ attention by playing a familiar song that is age appropriate.
Students will then be asked to listen to the lyrics carefully and try to figure out the meaning. At the end of the song, the
teacher will ask students why they think the artist wrote the song? After the song activity, the teacher will share with
students what her favorite genre of reading is. Teacher will then ask the students to share theirs with the partner next to
them. Once that information has been shared, the teacher will as: “Why do you think the author wrote it that way?” This
will get the students thinking and can be directed into today’s lesson of Author’s Purpose and familiarize ourselves with
the three major types of purpose.
2. Student Activities / Guided Practice: (C6)
Teacher will be presenting and introducing the three types of author’s purpose with a school district approved video aid
introducing the topic so students will gain better understanding visually for the lesson for today. After the video, we will
connect our learning into an anchor chart. Students will be able to gain understanding visually seeing the three types of
categories separated with examples. During our discussion, teacher will show examples of short readings and students
will be able to utilize skills learned in order to find out the author’s purpose. There will be an example for each of the
category’s so students can grasp the meaning of each and differentiate the purpose of why the author wrote the specific
reading.
3. Independent Practice: (C6)
Independently students will work on an assignment where they have to read short stories and identify
the author’s purpose by filling out a provided graphic organizer. Once they have completed the first part,
I will provide an interactive worksheet that has the three section of author’s purpose and have examples
of each to match with each category to ensure students understand the lesson. If there is extra time at
the end, the teacher will present a Kahoot having to do with today’s lesson so students can connect their
learning into this engaging activity.

Comprehensible Input Techniques: (R9)

Modifications / Accommodations: (E6)
Modifications:
-Assign alternate assignments for that student
-Breaks between tasks
-Daily feedback to student
-word bank of choices to certain questions
Accommodations:
-Having audio recordings of the stories instead of
reading the text
-Having a designated reader working with the
student if need -clarification
-Using sensory tools if needed at their desk to
help focus
-Mark important texts with a highlighter
Pacing: Teacher will introduce the lesson and
terms in a slow, steady, and clear pace for
understanding. Using short sentences that explain
the terms instead of long elaborations. With this
technique, teacher can ensure lesson is being
understood throughout all the students.
Concept Definition Map: Teacher will introduce
the three main vocabulary terms that need to be
clarified so simpler understanding using a
definition map. Students will be able to refer to
this map throughout the lesson if needed.
Questioning Techniques: These techniques can
have students enhance strategic thinking when
asking themselves what category of author’s
purpose the reading belongs to.
Name: Karime Martinez
DELIVERY PLAN (C8)
OBJECTIVE: • Today’s objective is for students to gain understanding and identify the text evidence that
Rigor shows the author’s purpose to either entertain, inform, or persuade.
• Students will draw a conclusion as to what the author is trying to persuade the reader to
do or think.

OPENING:
Retrieval To “hook” the students, the teacher will play one or two school appropriate catchy songs that
students know and will have the students listen to the lyrics. The class will then have a discussion
as to why they think the artist wrote that song and the meaning/message behind it.

TEACHER INPUT:
Relevance Students will need to know the meaning of the terms persuade, inform, and entertain. A district approved visual
aid will be shown to define these three terms for better understanding and with examples.
MODEL:
Routing Once material has been introduced and presented through the visual aid, teacher will then present a graphic organizer that
defines the three terms that were introduced for students to fill in their blank organizer. While going through each term,
teacher will provide a definition and examples for each. Students will have a chance to participate as well by providing
more examples to add.

GUIDED PRACTICE:
Retaining / Rehearsing
Around the classroom, there will be centers set up with a variety of different books. Students will work in partners or in small groups for this activity.
Students will then use their knowledge from what they learned and identify two examples for each purpose. At the end, the class will have a
discussion and share what they were able to identify and the clues they used to figure it out.

INDEPENDENT PRACTICE:
Students will then work independently on two worksheets. The first worksheet consists of matching examples and clues
to each term by using their graphic organizer to assist if needed. The second worksheet consists of 6 short stories each
presenting a different purpose. Students will use context clues to identify the purpose for each story.

CHECK FOR UNDERSTANDING:

Recognizing
Students will be asked HOTQ’s in order to ensure they have understood the key points in the lesson. Students will participate in a class discussion that asks what evidence or key words you can recognize when
identifying each purpose. Students will also be asked to define each purpose to ensure understanding. At the end, the teacher will present a Kahoot game where each student will participate and see if they
have any questions or completely grasp the information. If there are students who still need clarification, this is an opportunity to ask questions and for clarifications.

ASSESSMENT:
Students will be completing an online assessment that tests their knowledge and understanding in the lesson we learned.
This assessment will consist of matching and multiple-choice questions.

RESOURCES / MATERIALS:
-Easel pad -Computers (ensure video is working before class begins)
-Markers -Internet for visual aids
-Worksheets (blank graphic organizers) -Practice worksheets
CLOSURE:
Re-exposure
Using the 3-2-1 method, on a sheet of paper or index card, students will write down three things they have learned and
have clear understanding with, two things they still have questions about or are unclear with, and one thing they would like
to inform the teacher about.