Dellinger
Author’s purpose-multiple days
Content Objective: readers will distinguish between sentences that inform, sentences that persuade and sentences that entertain
Language Objective: Students will listen to and read about, discuss and write about the different types of author’s purpose
Materials: projector cart and video from DE-, notebook, whiteboard, pencils, chart paper, author’s purpose passage cards
DE http://player.discoveryeducation.com/index.cfm?guidAssetId=bf340bbf-0571-401a-9699-025c704ff7fc
Warm up:
· -Students will write in their notebooks what they know about Author’s purpose and then share out to the class. Use sentence starters on the wall to help share
Guided Practice/Instruction
· Students will watch discovery education video about Author’s purpose- Ss will take notes about the 3 types of author’s purpose on a cloze activity form
· After the video students will work together to write everything they know about author’s purpose on one page chart paper, and discuss with teacher to add more-Questions to answer on board- *what are the three types of author’s purpose and characteristics of each? * Name some vocabulary words used in each? *when do we read informative texts? persuasive? entertaining? Your science book is an example of a ________text? examples of each type of writing?
· *students may use sentence starters on the wall- each student is responsible for writing. each student will have a different colored marker
· Go over poster with students, adding or correcting any missing information
· Show an example author’s purpose index card with text. Highlight key words and decide the author’s purpose. Then explain that you are going to rewrite the text to change it to a different purpose. If you chose an informative card, you can rewrite it to persuasive by adding key vocabulary and choice sentences. Draw an example card on chart paper. Use it as the example so students can see.
Group work:
1. divide students into pairs and give each pair one authors purpose card each-3 cards per group.
2. Pairs are to read the cards, highlight important vocabulary words, and decide what the author’s purpose is, making sure they know why
3. one person from each pair switches groups. The person left must read the card, show the words the pair highlighted and tell what the author’s purpose was. The new person agrees or disagrees
4. The new group works to rewrite the passage with a new purpose, using the chart they created earlier and the teacher example as a reference.
Differentiation: Students will each have 6 paperclips. They must contribute at least 6 times. Each time they contribute as a group or in partners, they can give up a paperclip. They must get rid of all their paperclips each class period.
Students can use chart and teacher example as a reference for vocabulary and sentence structure
Author’s Purpose
- __________
-_____________
When you read, it is often helpful to think about the _________ _________.
Is the author writing to Inform or to Persuade?
1. Cheetahs were once common on five continents, but now they are endangered? Inform__________ persuade________
You can tell, because the writers present _________, without ________you to do something.
2. Cheetahs depend on a clean, natural environment to survive. We should all be respectful of the world around us because we all need a healthy planet.
Inform__________ Persuade_________
Even though facts are presented, the purpose is for you to _________, and _________________.
3. The Cheetah Conservation Corp. cannot continue its work without your support. Please help save the cheetahs by making a
small donation.
Inform_________ Persuade________
The __________ is to raise awareness about ___________ and to raise _____________.