July 30, 2018
|
by Beth Lemon

Lesson plan

Author’s Purpose in Fiction Texts

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EL Adjustments
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Which set of standards are you looking for?

Students will be able to determine author’s meaning in fiction texts.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
  • Ask students, “Why would an author write a fiction text?" Ask students to turn and give a reason to their partner.
  • Ask students to share out their reasons. Then, explain that authors generally have purposes for writing that fit into three main categories: to inform, to persuade, and to entertain.
  • Define the terms on the chart paper for future reference.
  • Explain that sometimes an author may have more than one purpose in mind, such as in a historical fiction book (e.g. an American Girl book), that seeks to entertain while informing kids about a real time in history. Likewise, a fiction text that teaches a lesson may tell an entertaining story while trying to persuade the reader to do something or act a certain way.
(15 minutes)
  • Read aloud a historical fiction book, such as Henry’s Freedom Box by Ellen Levine and Kadir Nelson.
  • Ask students, "What do you think the author’s purpose was for this book?"
  • Ask student volunteers to share their ideas.
  • Explain that this story can both inform and entertain.
(10 minutes)
  • Distribute and project the text from the Rumpelstiltskin worksheet. Ask students to think about which purpose may apply.
  • Read the story aloud with students.
  • Ask students to tell their partner what they think the purpose of the story is.
  • Ask for student volunteers to share their ideas about the purpose of the text. Explain that the purpose is to entertain the reader.
(10 minutes)
  • Distribute the Author’s Purpose: The Ant and the Grasshopper worksheet to students.
  • Instruct students to read the passage with their partners, alternating sentences.
  • Instruct students to begin answering the questions below the passage.
(2 minutes)
  • Circulate the room while students are working, answering questions and informally assessing students’ abilities.
  • Student fluency, comprehension, and writing abilities should be noted for future small group work with you.
(3 minutes)
  • Call students back together.
  • Ask student volunteers to share the author’s purpose and their reasoning behind their choice.

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