PK-3 Lesson Plan Format 

 
Mentor Teacher’s Initials: BM 
 
Name: Abby Miller                            Grade Level: Second        
Date:2/5/23                    Group Size: Small Group of 6
 
Subject/Lesson Topic: The Author’s Purpose/Easy as PIE
 
Objectives: (TLW:)  
 Students will be able to explain the idea of an author’s

purpose and analyze texts to determine whether the author

writes to persuade, inform, or entertain the reader.
 
Standards/GLEs: ELA
 Key Ideas and Details RSL
1. Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a
text.
2. Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
 Integration and Knowledge and Ideas RSL
8. Describe how reasons or evidence support specific points the
author makes in a text.
 
Contextual Factors:
School name: Rollins Place
Parish: Zachary
Age: 7 and 8
Gender: 3 Females, 3 Males
Race: African American and White

Teacher Materials/Resources: Anchor chart, poster paper,

markers
 
Student Materials/Resources: Authors Purpose Index Cards
Worksheet, pencil, paper
 
Technology Integration: No technology needed 
 
Family/Community Connection or Extension: The students
will be encouraged to read a book at home with a family
member. I will encourage the students to speak with their
families about the authors purpose of the book in which they
choose. The students will also share with me the book that they
chose and tell whether it was written to persuade, inform, or
entertain.
 
Pre-Assessment: A concept map was created for the
introduction part of this lesson. Students will be accessed as I
ask them to think about why authors write and as they do this, I
will make a check list that states who was able to do this
successfully.
Lesson Procedure and Activities: ELA

Introduction: 

 Draw a concept web on poster paper and write the words

“Purpose for Writing” in the center
  Ask the students to think about why authors write (Accept
their answers and record them in the outer layer of the
circle)
 Read the learning objective aloud to the students. (“In
today’s lesson, we will learn about the main reasons of why
author’s write)

Activities: 
 Explain to students that when people write, they write with

a specific purpose known as the author's purpose or reason

for writing. 
 Explain that there are three aspects to an author's writing

(Persuade, Inform, Entertain)

 Introduce the acronym PIE:  to persuade, to inform, to

entertain
 P (An author can write to persuade which is when they try

to get you to do, try, or believe something)

 I (An author can write to inform which is when they

provide information about a topic. The author will also

provide you with facts)
 E (An author can write to entertain, which is when they

provide the reader with a fun story. The author also wants
you to enjoy the reading)
 Pass out a copy of the Author’s Purpose Task Cards answer

sheet. Explain to students to students they will write down

their answers to the questions. (Model the first one
question/passage)
 Model by reading aloud the text on the task card number

one and think aloud about the author’s purpose. Explain to

students that they can ask themselves the following
questions.
 - Is the text trying to get me to do/try something
*Persuade
- Is this text trying to text give me information or facts
*Inform
- Is this text trying to entertain me by sharing something
fun *Entertain
 Record the answer to task card number one on the answer
sheet and remind the students to copy the answer to serve
as an example

Closure: Thank you all for participating in today’s lesson about

“PIE.” As you begin to read more books and texts, you will now be
able identify the authors purpose of writing. Also, do not forget
about the “TEA” which is the author’s overall message.
 
Differentiation: 
Ability level: The students in this group range from medium to
high. The students that are medium will sit closest to me as they
may need assistance.
Behavioral needs: If behavior problems occurs, the student will
be redirected.

Formative Assessment/Evaluation: A checklist yes or no will

be made at the end of the lesson. I plan to review each child’s
authors purpose worksheet to see if they were able to
successfully complete it with the correct answers.