Natalie Jones

10/26/15
Subject: 5th Literacy

Central Focus: Authors Point of View

Essential Standard/Common Core Objective:

CCSS.ELA-LITERACY.RI.5.8 Explain how an
author uses reasons and evidence to support
particular points in a text, identifying which reasons
and evidence support which point(s).

Date submitted: 11/4/15

Date taught: 10/27/15

Daily Lesson Objective: Following a review of rereading and persuasive texts, students will read two more persuasive
texts and underline evidence and reasoning of the authors point of view and complete questions one through four on the
worksheet.
21st Century Skills:
Academic Language Demand (Language Function and
Critical thinking, reasoning, interpretation, oral and
Vocabulary):
written communication, listening, teamwork,
Point of view, author, face, and opinion
collaboration, cooperation, media and internet
literacy
Prior Knowledge: Graphic organizer, rereading with underlining, and persuasive text.

Activity

1. Focus and Review

2. Statement of Objective
for Student
3. Teacher Input

Description of Activities and Setting

TW explain to students that the author of a persuasive text gives his/her point
of view about, or position on, a topic.
To support his/her point of view, the author of a persuasive text gives
reasons and evidence and includes facts and opinions.
Facts are statements that can be proven. For example: Electronic
stores sell many kinds of cell phones. That fact can be verified.
Opinions are expressions of a persons feelings and therefore cannot
be proven. For example: Computers games are fun.
TW point out that identifying facts and opinions in persuasive writing can
help students understand the authors point of view and determine whether or
not they agree with it. TW ask students to have their literacy notebooks out to
write down the above notes to future use and to help to complete the
worksheet later in the lesson.
TW point out rereading is a big part of identifying information that is helpful
when figuring out facts, opinions, and the authors point of view.
SW learn how to read texts and identify the authors point of view with
evidence to support the reasons and points.
TW identify facts and opinions in Plugged In on page 79 by creating a
graphic organizer (below) to help identify the authors point of view. TW call
on students to read parts of the text aloud to the class. After reading, TW ask
students to watch and take note of the graphic organizer the teacher will
demonstrate to them, to keep in mind for later use. TW draw the graphic
organizer (below) with this as an example: the heading below the articles title
presents the authors position, Kids need to spend time using electronic
devices. The author provides facts to support this point, including a study
that found that frequent users get more exercise. TW instruct students to write
this in their literacy notebooks.
Details
Kids need to use
devices.

Authors Point of View

The author supports
kids using electronic

Time
3 minutes

1 minute
15
minutes

Natalie Jones
10/26/15
Users get exercise.

devices.

Helps users with

learning.
These are jobs of the
future.
TW give out a two page printout of two articles and questions for the students 10
to complete to help the teacher assess their mastery later in the lesson. TW
minutes
instruct the class that they will first read the two persuasive articles written by
two different authors to find facts and opinions to support their reasoning for
the authors point of view. Student can work in pairs to read the articles and
underline the text evidence of the authors point of view. Students can use
4. Guided Practice
colorful pens or pencils to underline helpful facts and opinions to understand
the authors point of view. The pair of students can discuss together what they
believe the authors point of view is, and share what and why they thought
that. TW walk around class as students are reading to listen and interact with
their findings and opinions of the article. Once students have finished reading
the article TW instruct students to return to their desks and begin their
independent work.
SW now be given instruction for their independent work that is on the second
10
sheet of the handout. SW work to complete questions 1-4 from the worksheet
minutes
5. Independent Practice
while being reminded to reread the articles, if needed, and underline any
information that they find important to complete the worksheet. TW walk
around and answer any questions and concerns.
TW assess students understanding with an informal assessment of participation during the
time they are watching the teacher demonstrate authors point of view and the graphic
organizer, following along with the text, and completing the graphic organizer and writing
down notes in their literacy notebooks. TW also assess students by walking around the
class listening and watching their collaboration and independent working with the
6. Assessment Methods of
assignment. TW assess students formally on the task of underlining the evidence and
all objectives/skills:
reasoning of determining the author point of view and answering the questions on the
worksheet. TW take up the worksheet to grade. To achieve mastery students will need to
show their understanding of finding text evidence by underlining sentences in the articles
and answering the four questions on the next sheet correctly. By not underlining text
evidence and answering the four questions correctly students will not show mastery.
Class and teacher will share and discuss what the two articles were about and
1 minute
answer the questions from the worksheet. TW ask students to read what
7. Closure
evidence and reasoning they found in the text to support the authors point of
view and answer the questions.
Targeted Students Modifications/Accommodations:
Student/Small Group Modifications/Accommodations:
For the academically gifted students I would ask more
For small groups I would take two to four students that did not
advanced questions and apply higher level blooms
reach mastery of the objective and reteach and if needed retest.
taxonomy. For specific learning disabilities I would
In the small group I would go back over the lesson hitting the
ask those students to move for preferential seating.
main points and have the students participate in a new activity
to better understand the objective.
Materials/Technology: pencil, Wordly Wise book, worksheet, smartboard, projector, and literacy notebook