All Needed Materials and Information is on the last slide of the Smartboard Activity as attachments.
ELA Comprehension Skill: Author's Purpose
Although many of the example questions and passages are directly taken from New York State English Language Arts (ELA) tests, they can be used as solid examples for any state and/or area.
In this lesson, students will understand the three main reasons an author writes a piece of writing, which are to Persuade, Inform, and Entertain. It's easy as P.I.E! In order to understand these main reasons, students will look at sample New York State ELA questions and recognize key words that are clues to answering author's purpose questions. After guided practice, peer practice, and independent practice, students will be able to decide why an author chose to write their writing piece. To take it a step further, students will demonstrate skills, verbally and written, explaining why the author wrote the piece of writing. At the end, it is important to check for understanding. Students will practice ELA type questions asking about the author's purpose.
This lesson uses differentiated instruction, Gardner's multiple intelligences, and heterogeneous grouping. To challenge higher level thinkers, have them complete the extension activity, writing their own pieces directly related to the three types of reasons authors write.
Whole Group Instruction/Modeling:
â€¢ Students should be called over to a carpet or small area setting, based on their behavior.
â€¢ They will review some of the questions from past ELA tests that are about Author's Purpose.
â€¢ As a class, have a brief discussion about why it is important to locate evidence in the passage to answer questions.
â€¢ Students will participate in a SmartBoard Activity, which will introduce the three reasons authors write - Persuade, Inform, Entertain - It's easy as PIE"
â€¢ During the activity, students will...
o read the short paragraph
o underline key words and information
o choose "persuade," "inform," or "entertain."
â€¢ Think, Pair, Share - Recognize the author's purpose for things we have read so far this year.
Explanation of partner work:
â€¢ Students will work with a heterogeneous partner to read passages and answer questions about the Author's Purpose.
o Have stronger reader read passage
o Have weaker student read questions
â€¢ They will also work together to complete strategies in reading an ELA passage.
o underline key words
o reread the passage
o go back to the story
o think about the main idea
â€¢ Discuss evidence that supports why the author wrote the passage.
â€¢ Discuss what is expected with partner work
o One student will read the passage
o One student will read the questions
o Listen to each other
o Help each other
â€¢ If students finish early, they will work together on an extension activity, creating a short paragraph that represents each of the three reasons authors write.
The diverse needs of students will be met by...
â€¢ using a heterogeneous partner
â€¢ modeling the strategy
â€¢ incorporating multiple intelligences: bodily-kinesthetic, interpersonal, visual-spatial
â€¢ using a higher, cognitive thinking activity - write their own paragraph to model the three reasons authors write.
â€¢ Regroup and listen to students' answers and explanations
Future Writing Component:
â€¢ Students will learn specific graphic organizers and strategies to assist them in exploring their own author's purpose during the writing process.