***Reminder: All fields must be completed prior to submission.

Name:

Sydney Bohannon

Lesson
Informational Text Breakdown: Authors Purpose and Vocabulary
Title:
CCGPS or GPS Standard(s):

Grade: 3rd
Date: Mar 21, 2016

ELAGSE3RI1:Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisforthe
answers.
ELAGSE3RI10:Bytheendoftheyear,readandcomprehendinformationaltexts,includinghistory/socialstudies,science,and
technicaltexts,atthehighendofthegrades23textcomplexitybandindependentlyandproficiently.
ELAGSE3RI4:Determinethemeaningofgeneralacademicanddomainspecificwordsandphrasesinatextrelevanttoagrade3
topicorsubjectarea.

Classroom/Lesson Context (please check the following that apply):

____ Whole Group __X___ Small Group _____ One-on-One __X__ Students with IEPs/504s ___X__ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
__8___ Girls ___8__Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson: No Individual Education Plan Goals or
Benchmarks are specific to this lesson.

Learning - Focus

Strategies

Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

How can I determine the authors purpose of a text and support that with textual evidence?

Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

The student will be able to determine the authors purpose of a text and provide support from
textual evidence.

Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words

Language Functions: The student will determine the authors purpose and unknown/important
vocabulary words through examining the informational text Memorials in Washington D.C..

How can I use specific vocabulary words to create meaning from a text?

The student will be able to identify a known or unknown vocabulary word and explain why it is
important to the main idea of the text.
Authors purpose and vocabulary identification will be measured through review of the
Authors Purpose and Vocabulary sections of the Informational Text Breakdown guide
(formative) as well as the post assessment (summative).

Language Vocabulary: Key vocabulary words for this segment include entertain, persuade,
inform, memorial, structure, recognizable, obelisk, delayed, inscription, statue, flock, and
designer.
Academic Language Demand: The student will demonstrate their ability to determine the

and/or symbols?

authors purpose and any unknown/unfamiliar vocabulary by recording their responses in the
Informational Text Breakdown guide.

Materials
What resources can be
used to engage
students?

Informational Text Breakdown guide

Memorials in Washington DC Informational Text
Bell to signal transition from group to group
BENQ Projector

Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

(NOTE: Groups have been predetermined based on Easy Curriculum Based Measurement
(EasyCBM) data as well as in class test scores).
Hook: Can you give me one example of a purpose an author may have for writing? (Sample
answers: To Tell a story/entertain, To state an opinion/persuade, To inform about a
specific topic). If any student does not give these sample responses, I will prompt the missing
ones. After a discussion on the three main purposes an author may have, I will instruct the
students that it is their task to discover the authors purpose in writing this piece.
Verbal directions and clarification for this activity were given at the conclusion of the whole
group Preview activity. At this time, Students will be instructed to utilize the Memorials in
Washington D.C. Informational Text to complete both the Authors Purpose and
Vocabulary portions of the Informational Text Breakdown guide.
Content specific vocabulary words will be introduced through completion of the Vocabulry
section of the Informational Text Breakdown guide.
Language Syntax: Students will record their answers to the questions found in the Authors
Purpose and Vocabulary portions of the Informational Text Breakdown guide.
Language Discourse: Students will raise their hands as I read to answer any prompted
questions, make any appropriate comments/connections, or ask any questions about unknown
words or the overall text itself.
Modification(s)/Accommodation(s) specific to this lesson:
An amplification device and corresponding hearing aids will be worn by teacher and student.
Management Plan: Displayed on the BENQ projector will be a slide presentation of the
appropriate group rotation so that each group is aware of which station they are at in each
rotation. Any students who speak without raising a quiet hand will be asked to flip their
cup. This cup is simply a paint cup that contains warm fuzzies (pom poms) that directly
correlate to their dojo points on the Class Dojo app. If another warning becomes necessary after
the cup has been flipped, the student must return a warm fuzzy to the warm fuzzy jar as
well as loose a dojo point on Class Dojo.

Body of Lesson/
Teaching Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards? What
questions will you ask
to promote higher

Using the Memorials in Washington, D.C. informational Text, students will complete the
Authors Purpose and Vocabulary portions of the Informational Text Breakdown.
Any unfamiliar/content specific vocabulary will be introduced through the whole group
discussion during the Preview section.
Language Syntax: Students will record their answers to the questions found in the Authors
Purpose and Vocabulary sections of the Informational Text Breakdown guide.

level thinking?
What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

Language Discourse: Students will raise their hands as I read to answer any prompted
questions, make any appropriate comments/connections, or ask any questions about unknown
words or the overall text itself.
Modification(s)/Accommodation(s) specific to this lesson: An amplification device and
corresponding hearing aids will be worn by teacher and student.
Management Plan: Any students who speak without raising a quiet hand will be asked to
flip their cup. This cup is simply a paint cup that contains warm fuzzies (pom poms) that
directly correlate to their dojo points on the Class Dojo app. If another warning becomes
necessary after the cup has been flipped, the student must return a warm fuzzy to the warm
fuzzy jar as well as loose a dojo point on Class Dojo.
Language Syntax: Students will record their answers to the questions found in the Authors
Purpose and Vocabulary portions of the Informational Text Breakdown guide.
Language Discourse: Students will raise their hands as I read to answer any prompted
questions, make any appropriate comments/connections, or ask any questions about unknown
words or the overall text itself.
Modification(s)/Accommodation(s) specific to this lesson: An amplification device and
corresponding hearing aids will be worn by teacher and student.
Management Plan: Any students who speak without raising a quiet hand will be asked to
flip their cup. This cup is simply a paint cup that contains warm fuzzies (pom poms) that
directly correlate to their dojo points on the Class Dojo app. If another warning becomes
necessary after the cup has been flipped, the student must return a warm fuzzy to the warm
fuzzy jar as well as loose a dojo point on Class Dojo.

Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

Once all group rotations are complete, students will be directed to transition back to their desks
for a whole group review of the Authors Purpose and Vocabulary portions of the
Informational Text Breakdown guide.

Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:

Reminder: Assessment plan must align with objective(s)/standard(s).

Language Syntax: Students will make any necessary corrections to the Authors Purpose
and Vocabulary portions of the Informational Text Breakdown guide.
Language Discourse: Students will raise their hands as I read to answer any prompted
questions, make any appropriate comments/connections, or ask any questions about unknown
words or the overall text itself.
Modification(s)/Accommodation(s) specific to this lesson: An amplification device and
corresponding hearing aids will be worn by teacher and student.
Management Plan: One chime of the bell will signal the students to pack to rotate to their
desk. Three chimes of the bell will signal the students to rotate to and begin checking their
Informational Text Breakdown guide. The appropriate number of group Class Dojo points
will be awarded at this time if applicable.

Assessment Plan for Learning Objectives:

I will formatively assess my students by observing their engagement as they work in a small
group to determine the main idea of the text. I will also formatively assess the students through
answering any appropriate questions that may arise as they work independently.

How will students

exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?
Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

I will summatively assess the students through reviewing the quality of their responses to the
Authors Purpose and Vocabulary portions of the Informational Text Breakdown guide.
Additionally, I will summatively assess the students ability to answer questions from an
informational text by re-administering the pre-assessment- Men on the Money Informational
Text and corresponding comprehension questions.

All students met the objective of determining that the authors purpose was to inform. However,
the large majority of students provided inadequate or incorrect responses when they were asked
to prove it on the Informational Text Breakdown guide after they had identified the
purpose. I believe that this may have been due in part to the wording of the guide, because the
only direction present was prove it, which was extremely vague and therefore lead to these
inadequate or incorrect responses. In the future, I would make sure to state that you must
prove it using explicit textual evidence.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.