UNLV/Department of Teaching & Learning Elementary Lesson

Plan Template

UNLV Student: Brianna Lysne PSMT Name: Samantha Lieberman

Lesson Plan What is the Author Trying to

Lesson Plan
Title: Topic: Author’s Purpose
Say?

Date: 11/26/2018 Estimated Time: 90 mins

Grade Level: 5th School Site: Doral Academy: Red Rock

1. State Standard(s):

RL.5.6- Describe how a narrator’s or speaker’s point of view influences how events are
described.
SL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
RL.5.1- Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
RI.5.1- Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
2. Teaching Model(s):

 Direct Instruction
 Collaborative Learning

3. Objective(s):


SWBAT determine if a text is persuasive, informative, or entertaining.

SWBAT use context clues in a text to identify the author’s mood and motive for writing.

4. Materials and Technology Resources:

Video:https://www.youtube.com/watch?v=dsQC4nEERYo

PowerPoint

PIE (Author’s Purpose) Handout

PIE Task Cards

Book: The Boy Who Invented TV (Wonders Anthology)

Author’s Purpose Template

Smartboard/Projector

PIE Anchor Chart

5. Instructional Procedures:


a. Motivation/Engagement:
 Have you ever seen a commercial for a certain type of

food and suddenly found yourself craving that food? Have you ever read an article about a topic
that changed what you thought about it in the first place? These are both examples of you being
persuaded by what you saw or read. Why do you think author’s write stories, articles, books, etc?
Usually because they have something to say. Most texts can be categorized as either persuasive,
informative, or entertaining (Just think PIE for short). Today we’re going to examine what each
of these categories are and how authors communicate their ideas to us through certain clues, their
tone, and the overall structure of the writing.

b .Developmental Activities or Learning Experiences:

 (5 mins) Visual Thinking Strategy: Students will gather in a large circle around
the room and consider 3 images on the PowerPoint thinking specifically about
what these images make them feel and why? What do they think is trying to be
conveyed in these pictures? How are these messages communicated?
 Go over PIE anchor chart and what each category represents connected to
determining the author’s purpose.
 Go over PowerPoint presentation recapping how the author’s tone/mood can
impact their writing and what tips/clues to look for when determining the author’s
 purpose. (Students have discussed author tone previously.) (10 mins)
 Watch PIE review clip (6 mins) https://www.youtube.com/watch?v=dsQC4nEERYo
 Pass out PIE reference page for student notebooks.

Task Card Activity (20 mins)

 Model 2 sample passages on the projector. Determine the author’s purpose

together as a class.
 Have students work in pairs to complete task card activity to practice finding
the author’s purpose. Teacher will walk amongst students to monitor the
activity and formatively assess student comprehension.

Read: The Boy Who Invented TV from Wonders Anthology (40 mins)

 Students will read The Boy Who Invented TV in their Wonders textbooks
(p68-83) Remind students that while they are reading they should be
thinking about the author’s purpose in writing this story and what details
support their claim.
 Handout author’s purpose worksheet to students. After reading the story
they will identify the author’s purpose and support their answer.

c. Closure:
 (5 mins) Ask the students what we learned today about identifying the
author’s purpose? What were the 3 categories most writing falls into? (PIE) What clues can help
us identify the author’s purpose or position on the topic? Turn and Talk: What are some common
examples of persuasive writing? Informative? Entertaining?

d. Extension: Have 2 newspaper articles, one persuasive and 1 entertaining. Have

students read the articles and determine what the author’s purpose was and why.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

 Modeling Task Card activity, Visual Thinking Strategy helps engage all students in
discussion, collaborative learning, video reviewing the concepts taught, class discussion,
anchor chart and individual reference page are great visuals.

7. Assessment and Evaluation of Learning:

a. Formative: Task Card activity, Author’s Purpose writing for The Boy Who Invented
TV, class discussions.

b. Summative: N/A

8. Homework Assignment: N/A

9. Reflection:


a. Strengths: Students were very engaged in the lesson, especially with the task card
activity. The visual thinking strategy (VTS) really helped get the students thinking about the
common forms of persuasive material they often experience like commercials. Overall, students
seemed to really understand the differences in these three categories well and were able to
differentiate between persuasive, informational, and entertainment with the task card passages.

b. Concerns: Some of the students were confused about the story we read and
determining its category. We talked about how sometimes writing can reasonably fall into
multiple categories like this one did, entertainment and informational. When this happens, we
really need to think about which category it fits in more. The story we read was based on a real
person and his journey to inventing the television, but the author told us a story and made it
interesting with dialog and story elements. Many students thought the story was informational
because it gave us some real information about Philo Farnsworth and his life.

c. Insights: I really felt like this was one of my best lessons yet. I love how integrating
art through VTS really helps introduce the lesson and helps students relate to the new material.
I’ve learned how engaging little activities like task cards can be and the learning that can be
enhanced through pair work. I struggle a little with grouping students but with this lesson I had
students stand in a circle and counted them 1-9. This made the groups very random and although
students tried to fix it so they would be with friends, it was virtually impossible with the number
9. I will definitely try this and similar grouping techniques again.