UNT Lesson PlanTeacher: Louise Cuke Date: 2/11/14 District: Aubrey School: BrockettSubject area: Reading Grade Level: 4th Unit Title My Brother

MartinLesson Title: Author’s

purpose and People’s rights

Purpose and LessonStandard(s): Understanding goals(s): Essential Question(s):TEKS: 4.(10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text.

Students will understand… The three main kinds of author’s

purpose and how to identify them in a variety of text.

What does it mean to write something to persuade?

What does it mean to write something to inform?

What does it mean to write something to entertain?

Student Objectives: Assessment of Objectives: Lesson Steps/Activities including Timeline & GroupingStudents will be able to…

Determine the author’s purpose for writing a variety of different texts.

How will you know if students have met the objectives (formal/informal)?

Walk around as students are sorting the books in their table groups to see that they know how to sort them correctly.

Review: Talk quickly with the students about the “I have a dream” speech that was read and discussed the day before. (2 minutes, whole group)

Anticipatory Set: Talk about different author’s purpose (Persuade, inform, entertain) with the class. Talk about why it’s important to know author’s purpose when reading (2 minutes, whole group).

Input and Modeling: Using the promethean board, have students help sort short paragraphs as entertaining, persuading or informing. (10 Minutes, whole group)

Checking for understanding: See how students do with the promethean board activity, monitor facial expressions, listen to student group discussions.

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UNT Lesson Plan Look at their

quickwrite and make sure that they are comparing the two, with one being informational and the other being persuasive.

(Throughout lesson)

Guided Practice: Place various genres of books on each table group. Have the students work together to sort the books out by author’s purpose. Have each group share how they sorted their books and why they did it the way they did. (Table groups, 10 minutes)

Give each table group a strip of paper from page 48, have the table read it out loud to class, discuss quickly with table group what the author’s purpose was, and then share with the class. (10 Minutes, tables groups/whole group)

Closure: Do a read aloud of “Martin’s big words”. Discuss the author’s purpose with the class. (10 minutes).

Independent Practice: Have them do a quick write in their journal comparing the book “Martin’s big words” and the speech “I have a dream” that was read on Monday. (15 minutes, whole group/individual)

Language Modifications

Special Needs Modifications

Materials & Resources: Technology:

None needed None neededVariety of books

Promethean Board

ReflectionWhat worked: Improvements: Overall Implications for your teaching:What parts of the lesson led to engagement and student learning?

The variety of activities throughout the lesson kept students engaged. I also think

How can you increase student learning, engagement, etc., next time you teach this lesson?

My main problem with this lesson was

What did you learn from teaching this lesson that can apply to other lessons?

I learned that my students do really well in group work. They do not have a hard time

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UNT Lesson Planthat since they got to see author’s purpose and determine it in a variety of ways, they had the ability to really begin to understand author’s purpose. By the end, all of the students were correctly identifying the author’s purpose of what we had read.

keeping the students on track. I need to think of a better way to organize the students when other students are talking or presenting their ideas. When I am teaching this lesson next time, I will work more to involve all of the students for more of the time instead of just having one student talking out loud to the class.

working together, and when they are working in groups, they are actually on task and working the whole time. I know that it is important for them to have that time to be collaborating, but I also need to remember to include individual work too. I think that this lesson had a good combination of the two and that the students reacted well to it. I will be sure to implement a balance like this in as many lessons as I can in the future.

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UNT Lesson Plan

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