ESE Program – LESSON PLAN FORMAT

Name: Hayley Davidson Date: 9/29/22

Class Description: Arts class; high school students with autism, OHI, & ID

Content Area: Authors’ purpose

IEP Connection and Relevant Florida Standards (include Access Points if applicable): LAFS.910.RST.2.6
Analyze the author’s purpose in providing
an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Brief description of Students will learn how to identify and explain the author’s purpose to become better readers and know why an author wrote a given text.
This will help students learn to identify the types of text they are reading and help them become better writers when they are given a topic.

Rationale: Understanding the author's purpose helps readers understand what a text is about. I am teaching this lesson because my students have
an authors purpose goal.

Objective(s) Lesson Sequence Assessment Materials Needed

Student will: Introduction/ Warm up
 Have one student read  Students will be able to 1. Calm classroom
To analyze and evaluate purposes identify the author’s book
the calm classroom book
authors have for writing. purpose of a given text 2. Clear touch
before we begin class. board
This helps students relax and explain why they
3. Handouts
To use text clues to identify the know that is the author’s
and feel calm before we 4. Pencil, color
author’s purpose in a passage. purpose.
start a lesson. pencil, and
 Students will be given an paper
exit ticket to complete 5. Vocabulary
 Next, we will go over and turn in at the end of words on clear
our schedule which will class. touch
6. 4 corners
be written on the clear
labeled
touch board.

 Review what PIE stands

for (Persuade, Inform,
and Entertain)
 ESE Program – LESSON PLAN FORMAT

Main Lesson

Whole group:

 We will read what each

PIE stands for to review
what key words we
should look for when
reading a passage
 Students will be given a
handout where they
must identify what the
author's purpose of
writing each story is.
 Students will be given
colored pencils to
underline what the
author's purpose in the
story is.
 We will go over what
key details we found
that made us decide if
we think it is
entertained,
persuasive, or
informed.
With a partner:

 Students will be given a

worksheet where they
must read paragraphs
 ESE Program – LESSON PLAN FORMAT

with a partner.
 After reading the
paragraph they will
determine what the
author's purpose is.
 After everyone finishes,
we will go over the
answers to see how
they did.

Wrap up:

Exit ticket--Students will be

given a short passage where
they will have to determine
the author’s purpose.
Sentence stem--- “I know the
author’s purpose is ____
because _____.”

After exit tickets have been

turned in if there is time, we
will play 4 corners to review
what we learned in class.

Accommodations / Modifications:
·Modeled and guided worksheets
·Visually presenting each story
·Opportunities to discuss
·Check for understanding
 ESE Program – LESSON PLAN FORMAT

Reflection: REFLECT ON THE LESSON AND DISCUSS THE FOLLOWING QUESTIONS

1. WHAT WENT WELL? My students were really engaged and eager to participate. I also think that all the worksheets I did my students could really
answer the questions that were asked. I think I have done a good job introducing author’s purpose to them. I didn’t have many behaviors happen
during this lesson and the one attention seeking behavior I didn’t engage in when she was making comments. I also use the sign shh with my figure
when students are speaking out when they shouldn’t.
2. WHAT YOU WOULD CHANGE AND WHY? I would change a few things one being not sounding so monotoned, stiff, and uncomfortable. It was hard to
watch myself back because I looked like I was nervous. Also, I would add more technology into my lesson and add what Dr. McMillan suggested by
giving the students the opportunity to look up there on media that we could use to complete authors purpose. I need to continue to review classroom
expectations.
3. USING DATA DESCRIBE PROGESS MADE TOWARD PROJECT/LESSON GOALS AND OBJECTIVES? The data during this lesson gave me great input on if my
students fully grasp author’s purpose. Based on the worksheets and exit ticket the data shows that majority of the class fully grasp author’s purpose.
This helps me with writing their IEP goals to see if they need to continue this goal or if they have mastered it.
4. BASED ON WHAT HAPPENED IN THIS LESSON, WHAT DO YOU PLAN TO TEACH NEXT? BE SURE TO EXPLAIN HOW YOU WILL USE INFORMATION FROM
THIS EVALUATION IN FUTURE LESSON PLANNING. I plan to teach a phonemic awareness lesson possibly if I can find students to teach this too. If not, I
may do a lesson on homophones or prefixes since a lot of my students have this as a vocabulary goal. All the feedback I have received on this lesson
has been very useful and make me feel like I am doing a good job in the classroom. I will try and look more natural for my next lesson and provide my
students the opportunities to use technology more. I will try and incorporate color coated cards, popsicle sticks, or iPad device to give my students the
opportunity to answer questions without there peers seeing their answer choice.