Author’s Purpose Lesson Plan

“Why Did They Write That?”

 Objectives
Academic

 The student constructs meaning from a wide range of texts.

 The student identifies the author's purpose in simple text.

 The student recognizes when a text is primarily intended to persuade.

Behavioral

 Each individual student will be working on a behavioral skill which may include; active listening,
following directions, working with a partner, and accurately completing a task in a timely manner.

 The student will self-monitor and complete a slip indicating their behavior during the lesson

 Common Core

 Explain how an author uses reasons and evidence to support particular points in a text, identifying
which reasons and evidence support which point(s).
 Introduce a topic or text clearly, and create an organizational structure
in which ideas are logically grouped to support the writer’s purpose.

Why did I choose this topic?

 The data from the _________ indicated that my students needed direct instruction in Author’s Purpose.
 The author’s purpose pretest showed _______________________.
 The students that were successful in identifying the author’s purpose on the pretest- their objectives would be-
Introduce a topic or text clearly, and create an organizational structure as well as their behavioral goal.

Why is this an important concept?

When students can identify whether an author's purpose for writing a text is to inform, persuade,
entertain, or describe, they are better equipped to evaluate its content as they make inferences and
draw conclusions.

 Anticipatory set
Gather students at tables and tell a couple jokes, then ask why the jokes were told/for what purpose.
Explain that you told the jokes to entertain them.

Show the persuasive video

http://www.pbslearningmedia.org/resource/vtl07.la.rv.visual.animalshel/animal-shelter/

 PBS Learning Media

Frame:  Think about the various types of writing generated by various authors. Have you ever thought
about the author’s purpose for writing in these various formats? What is an author's purpose for
writing commercials and advertisements? What other reasons might authors have for writing?
  Focus: Determine the author’s or filmmaker's purpose in making this video.

 Follow Up: What might have been the author’s purpose in creating this video? What clues lead you to
your conclusion? Discuss steps you could take to change this video or strategies you could use with this
video "as is" to portray other purposes. For example, how would changing the background music or
changing the ending affect the audience's response?(PBS Learning Media)

Read the directions on how to play a board game and ask students to guess what its purpose would be.
Explain that this purpose is also referred to as informing.

 Instructional Strategies
 Quick review of the author’s purposes definitions- Show different examples of
writing meant to persuade, inform, and entertain.

 Students draw from a bag and read their passage to themselves. They decide what
the purpose was of the short passage and then share out in group by reading aloud
and then telling what they think the author’s purpose is and why they think that.

The teacher collects various writing samples from a number of sources (newspaper articles, captions with photo, comics,
advertisements, etc.) and laminates them. There should be many examples of each type of author's purpose. The laminated writing
samples are placed in a grab bag. The students take turns pulling writing samples out of the bag and identifying the author's
purpose. The students should be able to explain their answer.

 Model with my examples of each purpose written about a topic

 Writing journals -have cards that say either persuade, inform, or entertain. Each
student picks a card. Supply a variety of snacks that they can choose from and they
will need to write a paragraph to persuade, inform, or entertain their audience using
the snack they chose as the topic.

 Closure- When they are finished students share their paragraphs with the class. See if
the other students can guess what the purpose of each one is.

 Students will review the continuum on the behavior chart and indicate how their
behavior was during the lesson-review with teacher and tell how they could do
better if necessary.

 Assessment-Writing journals See choice board below


Write the other two author’s purpose for
the snack they choose.
Sort the ten readings out into the correct
piles and get it checked
Draw three pictures representing the
three author’s purposes
Writing Assignment Choice Board
Write down six TV shows and tell what
the author’s purposes are.
Pick three of your favorite authors or
books and describe the author’s purpose
for writing them
Write a song for your favorite food
choosing a particular author’s purpose.
Author’s Purpose Battle ship game
http://www.quia.com/ba/72070.html
All will do this as review
Pick a new snack write a paragraph
choosing a different author’s purpose.
Utilizing a newspaper cut out 4 articles or
advertisements and explain what the
authors purpose is and why you think that

Further work

 Create a digital book with the author’s purpose writing UTILIZING Book Builder

 In writing binder add to the list graphic organizer the author’s purpose assignment and a schedule
of steps to finalize assignment.

UDL Guidelines – Educator Checklist Version Lesson Plan check off list

I. Provide Multiple Means of Representation: Your notes

1. Provide options for perception

ma The font used for print materials is appropriate for
1.1 Offer ways of customizing the display of information
this group of learners

1.2 Offer alternatives for auditory information
1.3 Offer alternatives for visual information
2. Provide options for language, mathematical expressions, and symbols
2.1 Clarify vocabulary and symbols
Provide visual diagrams, charts, and sound on the
Smart Board
Provide auditory cues for key concepts-reading
of the book/tongue twisters
U Highlight the examples of alliteration in a poem

Internet use of Writing Fun by Jenny Eather Students

can choose from a variety of "text types" such as
2.2 Clarify syntax and structure
persuasive, narrative, information report, response, or
poetry

2.3 Support decoding of text, mathematical notation, and symbols Allow the use of Text-to-Speech on Student’s I pad

Link key vocabulary words to definitions and

2.4 Promote understanding across language
pronunciations

2.5 Illustrate through multiple media Search Cube!

Present key concepts in one form of symbolic

representation (e.g., an expository text or a math
equation) with an alternative form  (e.g., an
illustration, dance/movement, diagram, table, model,
 video, comic strip, storyboard, photograph, animation,
physical or virtual manipulative

3. Provide options for comprehension

3.1 Activate or supply background knowledge

Use outlines, graphic organizers, unit organizer

3.2 Highlight patterns, critical features, big ideas, and relationships routines, concept organizer routines, and concept
mastery routines to emphasize key ideas and
relationships  
3.3 Guide information processing, visualization, and manipulation Give explicit prompts for each step in a
sequential process
3.4 Maximize transfer and generalization Incorporate explicit opportunities for review and
practice
II. Provide Multiple Means for Action and Expression: Your notes
4. Provide options for physical action
Use of computer, smart board, dry erase. Click &
4.1 Vary the methods for response and navigation
type on I pad

Utilize smart board computer lab, computer in

4.2 Optimize access to tools and assistive technologies
classroom

5. Provide options for expression and communication

Kerprof Teacher’s Page and alternative assessment
5.1 Use multiple media for communication
choices

Concept mapping tools

5.2 Use multiple tools for construction and composition Orangoo- free online spell checker
Spellchecker.net

5.3 Build fluencies with graduated levels of support for practice and Book Builder-create a digital book
performance

6. Provide options for executive functions

6.1 Guide appropriate goal setting Post goals, objectives, and schedules in an obvious
place- worksheetplace.com
6.2 Support planning and strategy development Provide checklists and project planning templates

6.3 Facilitate managing information and resources Provide graphic organizers and templates for data
collection and organizing information
6.4 Enhance capacity for monitoring progress Ask questions to guide self-monitoring and reflection

III. Provide Multiple Means for Engagement: Your notes

7. Provide options for recruiting interest
The color, design, or graphics of layouts, etc
7.1 Optimize individual choice and autonomy The sequence or timing for completion of
subcomponents of tasks

7.2 Optimize relevance, value, and authenticity  Personalized and contextualized to learners’ lives
Age and ability appropriate
7.3 Minimize threats and distractions Create an accepting and supportive classroom climate

8. Provide options for sustaining effort and persistence

 Display the goal in multiple ways~choice rubric
8.1 Heighten salience of goals and objectives

8.2 Vary demands and resources to optimize challenge Provide alternatives with varying degrees

In place is school wide positive behavior program

8.3 Foster collaboration and community
Be safe, respectful and ready

8.4 Increase mastery-oriented feedback Provide feedback that is frequent timely and specific

9. Provide options for self-regulation

9.1 Promote expectations and beliefs that optimize motivation Goal setting worksheet

9.2 Facilitate personal coping skills and strategies Managing frustration

Giving learner feedback and providing alternatives to

9.3 Develop self-assessment and reflection
scaffold

© CAST 2011

Resources

"CAST: Universal Design for Learning." CAST: About UDL. Web. 20 Apr. 2012. <http://www.cast.org/udl/>.

Polloway, Edward A., James R. Patton, and Loretta Serna. Strategies For Teaching Learners With Special Needs.
Ninth ed. Pearson. Print

http://www.youtube.com/watch?v=skX6RnnIkuM&feature=related

websites

http://www.studyzone.org/testprep/ela4/o/authorspurposep.cfm

http://www.pbslearningmedia.org/resource/vtl07.la.rv.visual.animalshel/animal-shelter/

http://www.internet4classrooms.com/skill_builders/authors_purpose_language_arts_fourth_4th_grade.htm

Follow up- Author’s Purpose Battle ship game

http://www.quia.com/ba/72070.html