Lesson Plan:

What’s the Point?

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January 22, 2017
by Caitlin Hardeman
Download lesson plan
January 22, 2017
by Caitlin Hardeman

Learning Objectives

Students will be able to determine author’s purpose and point of view in informational text.

Lesson

Introduction (5 minutes)

  • Tell students that when we read a text, we know that the author presents the reader with information that he or she wants the reader to believe or know.
  • Explain that the author supports the information with reasons and evidence. These parts of the text give readers more information about the topic and why they believe what the text says.
  • As we read, we have to ask ourselves questions to help us focus on finding out the author’s purpose for writing.
  • We have to ask:

What is the author’s purpose? Why did the author write this -- to inform, to persuade, or to entertain?

What does the author want me to know after I read this passage?

What point is the author making?

What reasons or evidence are being used in the passage to support the point the author is trying to make?

Explicit Instruction/Teacher Modeling (10 minutes)

  • Distribute the Tennis worksheet and a Graphic Organizer to each student.
  • Read the text aloud, stopping to write notes in the margin next to each paragraph. Use the “stop and jot” strategy through the entire passage to help focus on the main ideas of each paragraph.
  • Stop to think aloud about the following questions:

What is the author’s purpose? Why did the author write this; to inform, to persuade, or to entertain?

What does the author want me to know after I read this passage?

What point is the author making?

What reasons or evidence are being used in the passage to support the point the author is trying to make?

  • Model completing the graphic organizer about the author’s purpose. Be sure to go back into the text with a highlighter to show the evidence that is put into the graphic organizer.

Guided Practice/Interactive Modeling (15 minutes)

  • Distribute the Soccer worksheet and a Graphic Organizer to each student.
  • Have students read the story as a class. Stop after each paragraph and have students Think-Pair-Share to determine the notes that we should jot next to each paragraph.
  • Give students time to complete the graphic organizer with their partners.
  • Monitor students and offer support where needed. Remind students to prove their answers with text evidence.
  • Go over the answers as a class by calling on non-volunteers to check for understanding before independent practice.

Independent Working Time (15 minutes)

  • Distribute the Basketball worksheet and a Graphic Organizer to each student.
  • Have the students independently read the passage, complete the graphic organizer, and use a highlighter to support their answers.

Extend

Differentiation

Support:

  • Pair average and low students together during Guided Practice.
  • Have struggling students read the passage and questions aloud at the teacher table.

Enrichment:

  • Challenge advanced students to write a five-sentence paragraph using the same text structure as the passages in the lesson. The paragraph should be about a sport or hobby, include opinions about the activity, and include factual information.

Review

Assessment (5 minutes)

  • Teacher observation of discussion
  • Calling on non-volunteers
  • Graphic Organizer completion

Review and Closing (5 minutes)

  • Go over the Graphic Organizer students completed during independent practice.

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