Name:Magdalena Dinsmore Date: 03/08/2017

Lesson #1 of 3 Subject: ELA Period/Time: Grade Level: 6

Estimated Duration: 60 mins
Lesson Title: You’ve been PIE-ED with author’s purpose.
Central Focus: To define what author’s purpose is and explain the differences between each. To build upon this,
students will identify and describe the author’s purpose in a short passage using evidence from the story to support
his or her finding. To extend upon this skill, students’ will select one of the five author’s purposes; they will
construct an essay on their reading leveled book applying the purpose they chose.

Structure(s) or grouping for the lesson.

Students will begin the class in a partner discussion. They will then have whole class discussion during the
presentation. Lastly they will be put in groups based off of reading level when creating their flipbook.

Prior Academic Knowledge and Experiences:

Students must know how to determine the theme and main idea of a work of literature. They must be able to identify
the meaning of phrases, words, and figurative language in a passage. The students must be able to quote accurately
from a text when explaining their answers. Students must be able to use evidence to support their findings. Students
must be able to compare and contrast different stories and characters. Students must be able to work in groups
constructively.

Standards:
CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.SL.6.1.B
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

Learning Objectives:
• 1. Identify and describe the different kinds of author’s purposes.
• 2. Create their own definition of each purpose using evidence from the power points.
• 3. Explain the differences between persuade, inform, explain, entertain, and describe.

Academic Language Demands:

Students will use the appropriate vocabulary when explaining what author’s purpose is and how to find it. Some of
the vocabulary they will use is author’s purpose, article, statement, agree, why?, describes, author’s attitude, reader,
feature, value, narrative, and detail.

Students will be able to analyze the different purposes and explain what is important to remember when decided
which purpose is being used in a passage

Students will be able to identify the differences between the different author’s purposes - persuade, inform, explain,
entertain, describe.

Students will illustrate the key components of each purpose when creating their “PIE-ED” flip book.

Instructional Resources and Materials:

Nearpod, pen, pencil, chart paper, crayons, paper, flip book, blackboard, chrome book, advertisement, textbook,
storybook, poem, markers, index cards, worksheets, and handouts.

Time Instructional Strategies/Learning Tasks Purpose

(Number of
Minutes)
5 mins Students will copy the learning target “I can describe Introduction
author’s purpose and identify how to find it in a
passage”. The students will then work with a partner to
decide what they think Author’s purpose is, and what
they already know about it?”
5 mins One person will write their answers that they discussed Activate Prior Knowledge
with their partner on the dry erase board. The students
will then explain their answers. Afterwards they will see
on chart paper that the “Author’s Purpose is the reason
why the text was written. There are 5 different types of
purposes.”
10 mins The students will see a series of slides explaining what Presentation
author’s purpose and defining the examples of each.
They will copy the notes from the slide into their
notebook. Extra questions will be on index card to give
students to work on when they finish copying earlier.
The slides will also be printed to give students when it is
time to move on but they are not done. Throughout the
presentation there will be questions that they have to
answer referring back to the power point to confirm they
not only copied the information but also understand it.

The slides will include:

“Author’s Purpose: To Persuade It’s the author’s goal

to persuade the reader to agree with the author’s
opinion. Even though the author shares his opinion, he
may provide facts or examples to support the opinion.
Examples: advertisements, commercials, newspaper
editorial.

Author's Purpose: To Inform It’s the author’s goal to

enlighten the reader with topics that are usually real or
contain facts. Facts are used to teach, not to persuade.
Examples: textbooks, cookbooks, newspapers,
encyclopedias, etc.

Author’s Purpose: To Entertain It is the author’s goal

to simply entertain; provide enjoyment for the reader.
 Examples: Storybooks

Author’s Purpose: To Explain Some authors write to

teach the reader how to do something: “How-to” teaches
how to do or make something. The author will “explain”
a process. Examples: “How-to” manuals, cookbooks.

Author’s Purpose: To Describe Authors write to convey

a picture or feeling to an audience. This type of purpose
DOES NOT try to change the reader’s beliefs. Examples:
Poetry, lyrics, diaries, journals.
10 mins The students will see the similarities and differences Discussion/Modeling
between persuade and entertain. The class as a whole
will discuss any other similarities or differences they
found for these two purposes. The students will then
work with a partner and submit on nearpod the
differences and similarities between two different type of
author’s purpose of their choosing.
20 mins Students will then be put into groups based of their Group Work
abilities. Students will then create their own definitions
as a table and examples for each purpose. Once
completed they will create a flipbook in the shape of a
“pie”. Each “slice of the pie” will be labeled with a
purpose, Once you flip the label up it will give a
definition that they create. Each student must create his
or her own “PIE” and label it “We got PIE-ED with
author’s purpose which stands for:
“P- Persuade I – Inform E – Entertain
E- Explain D – Describe “
10 mins Students will do a 321-exit slip where they say 3 things Assessment/Conclusion
they learned 2 ways they can connect it to something
they have learned and 1 question they have.
Differentiation/Extension:
Students will be grouped according to reading skill level. Groups will use the material handed to them based on their
levels in order to help them comprehend author’s purpose. The directions for each group will vary based off of
ability. The higher level will require them to create the “PIE” and explain why they decided on those definitions on
the back. The average level will require students to give two examples for every different purpose. The lower level
will be required to create a definition but have multiple examples in front of them and a brainstorming sheet to help
organize their thoughts. Those who just need a little extra time when copying will be given the power point at the
end of the lesson to finish copying. Those who finish copying early or finish questions early will get index cards
with “challenge questions” that they can solve as they wait for the class.

Students who are more advanced will be required to answer harder questions that have more details. This is
challenging for those who are advanced because they have to further expand their knowledge on author’s purpose.
The students who just need more practice will be required to just answer a few extra questions on the index cards
that are created off ability level.
Type of Assessment Evidence and Description of Assessment of Student Learning Objective(s)
Learning Assessed
Informal Discussion 3
Formative Students will discuss what author’s purpose is. They will
be able to describe each of the five purposes and the
importance of each. As a class they will distinguish the
differences between the purposes.

Formal “PIE-ED” Flip Book 2

Formative Students will construct a flipbook that is in the shape of a
pie. He or she will label each slice with one of the author’s
purposes. They will then write definitions of the purposes
that they created as a group under each label.
Informal Nearpod 1,3
Formative There is a serious of “short quizzes and open ended
questions” on the website nearpod that reflect back to the
information throughout the power point. This will show the
teacher, which students are still struggling. He or she will
then be able to work with those struggling while the rest of
the students are doing group work.
Student Supports (Accommodations)
All the students will receive visuals and handouts in order to assist those with speech and language delays. Students
with delays will be allowed to take the handouts of the power point home if they cannot finish copying the material.
Additional time will be given to everyone in order to help those with speech and language delays.

Name:Magdalena Dinsmore Date: 03/09/2017
Lesson #2 of 3 Subject: ELA Period/Time: Grade Level: 6
Estimated Duration: 60 mins
Lesson Title: Which kind of Author’s Purpose was used?

Central Focus: To define what author’s purpose is and explain the differences between each. To build upon
this, students will identify and describe the author’s purpose in a short passage using evidence from the story to
support his or her finding. To extend upon this skill, students’ will select one of the five author’s purposes; they
will construct an essay on their reading leveled book applying the purpose they chose.
Structure(s) or grouping for the lesson.
Students will begin in whole class discussion. Then the students will be put in groups based of reading level
when doing activities.
Prior Academic Knowledge and Experiences:
Students must already know how to determine the theme and main idea of a work of literature. They must be
able to identify the meaning of phrases, words, and figurative language in a passage. The students must be able
to quote accurately from a text when explaining their answers. Students must be able to use evidence to support
their findings. Students must be able to compare and contrast different stories and characters. Students must be
able to work in groups constructively. Students must be able to define each kind of Author’s purpose.
Standards:
CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
CCSS.ELA-LITERACY.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.SL.6.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-LITERACY.SL.6.1.B
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Learning Objectives:
1. Identify and describe the author’s purpose for a specific passage given based of reading level.
2. Analyze their classmates’ findings’ to confirm if the passages can be considered any other author purposes.
3. Select important notes and phrases while reading the passage to support the purpose they chose.
Academic Language Demands:
Students will use the appropriate vocabulary when explaining what author’s purpose is and how to find it.
Some of the vocabulary they will use is Author’s purpose, article, statement, agree, why?, describes, author’s
attitude, reader, feature, value, narrative, persuade, explain, describe, inform, entertain, describe and detail.

Students will be able to analyze the different passages and identify what the author’s purpose is while using
evidence to support their findings.

Students will be able to describe the key parts of each author’s purpose when working in groups.

Students will illustrate how to find author’s purpose by working in groups to explain how certain passages were
determined to be a specific author’s purpose.
Instructional Resources and Materials:
Nearpod, pen, pencil, chart paper, paper, blackboard, chrome book, advertisement, textbook, storybook, poem,
markers, index cards, worksheets, and handouts.
Time Instructional Strategies/Learning Tasks Purpose
(Number of
Minutes)
5 mins Students will copy the learning target “I can determine Introduction
author’s purpose and explain how I found it in a work of
literature”. Based on the previous lesson the students
will receive post its and will explain why author’s
purpose is important. They will stick it onto the chart
paper. The class as a whole will then discuss the different
reasons they came up with.
5 mins Each group will be assigned one purpose that they Activate Prior Knowledge
discussed yesterday. They will work together to recall
and define the author’s purpose given to them. They will
post their findings onto the collaborative and interactive
website called nearpod that is viewable by everyone. The
students will then be asked to read one response of
another groups’ out loud.
15 mins The students will then see slides that further expand on Presentation
yesterday’s lesson. They will learn key words, clues and
components used when trying to identify the author’s
purpose used in a work of literature. The slides will
provide different short paragraphs to be used as examples
of each purpose. The students will copy the notes down
and throughout the presentation there will be interactive
games on the website. Extra questions and slides will be
available for students who finish early or need extra time.
They will discuss each example and explain how they
know it is one type of author’s purpose.
15 mins Groups will be created based off of ability level and Group Work
grades from the pre-assesment, the highest achieving
students in one cluster and the lowest in another. Each
group will receive 3 different passages that are chosen by
his or her level. The group will work together to decide
the author’s purpose and use evidence from the stories to
support their decision. Each student will be provided a
job to ensure everyone is involved but overall must agree
on the same author’s purpose.
“Job 1 – read passage 1 Job 2 – read passage 2 Job 3 –
Read passage 3 and Job 4 – take notes.”“
10 mins Students will present their findings in 2-3 sentences to Group Work
the class from their seats. Each group must explain if
they or disagree with the other groups’ findings and why.
5 mins Students will use the posts given to them to write one Assessment/Conclusion
thing that has stuck with them from the lesson. They will
then post it on the chart paper.
Differentiation/Extension:
Students will be grouped according to reading skill level. The higher-level students will be required to compare
the three passages after deciding the author’s purpose of each. They will also be given high-level passages. The
struggling students will receive lower level passages and be asked to present their work in bullet point form.
Those who just need a little extra time when copying will be given the power point at the end of the lesson to
finish copying. Those who finish copying early or finish questions early will get index cards with “challenge
questions” that they can solve as they wait for the class. This is challenging for those who are advanced
because they have to further expand their knowledge on author’s purpose. The students who just need more
practice will be required to just answer a few extra questions on the index cards that are created off ability
level.

Type of Assessment Evidence and Description of Assessment of Student Learning Objective(s)

Learning Assessed
Informal Discussion 1,2
Formative Students will discuss author’s purpose and what to look for
when trying to identify which purpose is used in a story.
As a class they will distinguish why certain articles are a
specific purpose. What part of the passages helped to show
them the purpose?
Informal Observation 3,2
Formative The teacher will observe the students during group work
and individual activities. She will keep a journal describing
what they are doing and how each student is working. As
she walks around she can assist anyone still confused with
the assignment.
Informal Nearpod 1
Formative A serious of “short quizzes and open ended questions” on
the website nearpod that reflect back to the information
throughout the power point. This will show the teacher,
which students do not understand the material. He or she
will then be able to assistant and provide extra information
to those who need it.
Student Supports (Accommodations)
All the students will receive visuals and handouts in order to assist those with speech and language delays.
Students with delays will be allowed to take the handouts of the power point home if they cannot finish
copying the material. All students will present together from their seats in order to help assist those with
speech and language delays and provide he or she with confidence. Additional time will be given to everyone
in order to help those with speech and language delays.

Name:Magdalena Dinsmore Date: 03/10/2017
Lesson #3 of 3 Subject: ELA Period/Time: Grade Level: 6
Estimated Duration: 60 mins
Lesson Title: Lets create our own Author’s Purpose.

Central Focus: To define what author’s purpose is and explain the differences between each. To build upon
this, students will identify and describe the author’s purpose in a short passage using evidence from the story to
support his or her finding. To extend upon this skill, students’ will select one of the five author’s purposes; they
will construct an essay on their reading leveled book applying the purpose they chose.
Structure(s) or grouping for the lesson.
Students will begin in reading level groups. They will then move to whole class discussion. Next they will be
work in reading level groups again to brainstorm for their essays. Lastly they will work individually to
construct his or her essay.

Prior Academic Knowledge and Experiences:

Students must already know how to determine the theme and main idea of a work of literature. They must be
able to identify the meaning of phrases, words, and figurative language in a passage. The students must be able
to quote accurately from a text when explaining their answers. Students must be able to use evidence to support
their findings. Students must be able to compare and contrast different stories and characters. Students must be
able to work in groups constructively. Students must be able to define each kind of Author’s purpose. Students
must be able to identify author’s purpose in a passage and support their findings with evidence.

Standards:
CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
CCSS.ELA-LITERACY.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.6.1.A
Introduce claim(s) and organize the reasons and evidence clearly.
CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an
understanding of the topic or text.
CCSS.ELA-LITERACY.W.6.1.C
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
CCSS.ELA-LITERACY.W.6.1.D
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.6.1.E
Provide a concluding statement or section that follows from the argument presented.

Learning Objectives:
• 1. Construct an essay on his or her silent reading book applying one of the author’s purposes.
• 2. Create a plan for their essay while working collaboratively to support each other.
• 3. Analyze each purpose and describe each in order to choose the appropriate one when writing.
• 4. Explain the reasoning behind the author’s purpose that he or she chose.
Academic Language Demands:
Students will use the appropriate vocabulary when explaining what author’s purpose is and how to find it.
Some of the vocabulary they will use is Author’s purpose, article, statement, agree, why?, describes, author’s
attitude, reader, feature, value, narrative, persuade, explain, describe, inform, entertain, describe and detail.
Students will be able to describe and discuss the different kinds of author’s purposes when working in groups.

Students will be able to explain why he or she chose a specific author’s purpose to write about.

Students will illustrate an author’s purpose by constructing his or her own essay using one of the author’s
purposes.

Instructional Resources and Materials:

Nearpod, pen, pencil, chart paper, paper, blackboard, chrome book, advertisement, textbook, storybook, poem,
markers, index cards, worksheets, and handouts.
Time Instructional Strategies/Learning Tasks Purpose
(Number of
Minutes)
5 mins Students will copy the learning target “I can construct an Introduction
essay using one of the author’s purposes”. They will also
long onto the website nearpod to get set up for the lesson.
The students will work as a table to pick their favorite
purpose. They explain why it is their favorite and how
they can use it when they write. They will display their
answers on dry erase boards.
5 mins Students will have a quick interactive quiz on nearpod Activate Prior Knowledge
that is based on the two previous lessons. The questions
will be multiple choices and be discussed once everyone
is finished. The questions will require students to match
the definitions with type of purpose and identify 2
author’s purposes on their own. Students will be called
on randomly and they must justify their answers.
10 mins The students will look through a series of slides on Presentation
nearpod. They will see different examples of “Three
Little Pigs” written with different purposes. They will
discuss the differences and how they figured out the
author’s purpose.
10 mins The students will then work in groups to brainstorm and Group Work
plan which author’s purpose they want to use while
writing. They will work together to organize his or her
essays. The teacher will provide assistance to those
struggling and students to create graphic organizers.
25 mins Students will construct an essay based off of his or her Assessment
silent reading book using one of the purposes. It must be
a page long and have evidence from the story to support
his or her writing. They can look back at their notes and
book to help support their work. They will then submit to
the teacher for grading.
5 mins Students as a whole class will summarize what they Conclusion
learned from the lessons. They will write one thing they
learned as an individual and one thing they still have a
question.
Differentiation/Extension:
Students will be grouped according to reading skill level. Each group will be given a different graphic organizer
based off of reading level. Higher level will receive a bullet point example with many details. The lower level
will receive a graphic organizer web with an example graphic organizer web attached to the back. The book
they choose to write about was chosen based off of reading level. Those who finish their work early will get
index cards with “challenge questions” that they can solve as they wait for the class.

Type of Assessment Evidence and Description of Assessment of Student Learning Objective(s)

Learning Assessed
Informal Discussion 2,3
Formative Students will discuss what author’s purpose is. They will
define key components to describe each purpose. They will
also be able to illustrate the steps required to recognize the
purpose of a passage. As a class they will distinguish why
certain articles are a specific purpose. What part of the
passages helped to show them the purpose?
Formal Essay 1,4
Formative The students will write an one-page essay applying one
type of author’s purpose using his or her silent reading
book. The last paragraph in the essay will give a summary
of which they choose, how they applied it, and why they
choose that purpose.
Informal Observation 2,3
Formative The teacher will observe the students during group work
and individual activities. She will keep a journal describing
what they are doing and how each student is working. As
she walks around she can assist anyone still confused with
the assignment.
Student Supports (Accommodations)
All the students will receive visuals and handouts in order to assist those with speech and language delays.
Groups and graphic organizers will be given to everyone based of reading level in order to help those with
speech and language delays. Students with delays will be allowed to take their work home to finish if needed.
Additional time will be given to everyone in order to help those with speech and language delays.