January 22, 2017
|
by Caitlin Hardeman

Lesson plan

What’s the Point?

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

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(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.
  • Define the key terms for today's lesson and encourage students to use these terms as they explain their answers.
    • Purpose is a reason for doing something. An author has a reason they chose to write about a certain topic.
    • Evidence consists of the facts and details found in the text that support or give proof of something.
    • Reasons are explanations and provide support and proof of something.
  • 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?
(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.
(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.
(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.

Support:

  • Pair mixed-ability students 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.
(5 minutes)
  • Rely on teacher observation of discussion and students' answers to assess their understanding of how to assess the author's purpose in a passage.
  • Call on non-volunteers throughout the lesson to gauge student understanding of the concepts.
  • Have students share their Graphic Organizer from their independent work and have other students offer praise or suggestions.
(5 minutes)
  • Choose a student exemplar to highlight what is a good example of how to complete the Graphic Organizer. Allow that student to share ideas and reasons behind the answers.
  • Ask students to offer ideas about why it's important to understand the author's purpose in the text (e.g. It helps readers focus on the relevant information or encourages readers to evaluate the information for the author's perspective.)

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