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Overview and Background

Title Reading Enrichment Unit- Author’s Purpose


Grade Level 3rd grade
Topics Author’s Purpose- Around the Campfire
Designers T. Pearson
Materials & Links See each day’s lesson
Stage 1
Standards ELA3R3 The students use a variety of strategies to gain meaning from
(Content area, number & grade level texts;
text) (P) Recognizes the author’s purpose.

Understandings Students will understand that:


 Readers know that identifying an author’s purpose to entertain,
persuade, or inform, gives understanding to a selection.
 Authors write in certain ways depending on how and what they want
to say.

Essential Questions  What is author’s purpose?


 Why do readers need to recognize the author’s purpose in a text?
 Can an author have more than one purpose for writing an article?  If
yes, what effect would it have on the text structure?
 What is a fairytale?
 What are the characteristics of a folktale?
 Why do authors write folktales and fairy tales?
Knowledge Students will know:
-an author’s purpose is the reason an author has for writing.
-the three reasons an author writes a text. An author may write to
persuade, to inform, to entertain, or to express ideas and feelings.
- The author makes intentional word choices that are designed to produce
a desired effect on the reader.

- the criteria of a folk tale/fairy tale:

 The fairy tale begins "Once upon a time.."


 The fairy tale happens long ago and far away.
 Some characters are royalty.
 Some characters are good; some are evil.
 There is a problem to solve.
 Someone makes a plan to solve a problem.
 There is some magic in the fairy tale.
 Something happens in threes.
 Someone gets a reward.
 There is a "happily ever after" ending

Skills Students will be able to:


-Correctly identify the author’s purpose of different reading passages as:
to entertain, to inform, or to persuade
-Create a pie chart explaining Author’s Purpose
-Practice identifying author’s purpose by visiting several websites on the
topic
-Identify text evidence that supports the author’s purpose.
- identify the story elements within a folk tale/fairytale: setting, plot,
character, and theme.
-Examine the purpose and content of fairytales and folktales as
explanations for unknown phenomena related to cultural groups around
the world.
Stage 2: Performance Task
Assessment Summary
Other Evidence Students will record notes in their Reading journals as instructed by the
Tests, Quizzes, Observations, teacher.
Journals, etc.

Hook: Review Author’s Purpose using this chart:


http://www.literacyleader.com/sites/litlead.essdack.org/files/Author%27s%20Purpose%20Graphic.pdf

Web 2.0 Resource- Reading Enrichment Resources Wiki


Subject: Reading- Enrichment Unit Lesson: Session 1
Georgia
Performan
ELA3R3 The students use a variety of strategies to gain meaning from grade level texts;
ce (P) Recognizes the author’s purpose.
Standards

Assessment Data: Teacher Conferences, Literacy Centers, Guided Reading

Essential Question: Why do readers need to recognize the author’s purpose in a text?
Enduring Understanding: Readers know that identifying an author’s purpose to entertain, persuade, or inform, gives
understanding to the selection.
Session Before the Learning During the After the Learning Strategies & Assessments (Please
1 Learning identify)
Today’s Instructional Instructional Strategy- DOK- LV 3 – Assess
Elements Strategy DOK Formative _x__Formative Assessment
(P) **Teacher Note: As an overview and practice, Assessment Strategies:
Recogniz Prior to this lesson, visit the following link: Strategies:
es the the teacher should http://www.studyzone.org/ Review the 3 __x__Instructional Strategies:
author’s
locate three testprep/ela4/h/authorpur.c purposes an author
purpose.
reading passages fm may have for writing ___Summative Assessments:
from different a text.
genres. Practice identifying Author’s ____DOK:
Material
Explain that Purpose with students by
s
authors write for displaying website contents __Other:________________
Chart
one of three on ActivBoard or television.
paper
purposes: to
Markers
Paper entertain, to
plates- 2 inform, or to
per persuade the
student reader. Read pre-
brads
selected passages.
Computer
w/ For each passage,
internet identify and chart
access
ActivBoar
the author’s
d or purpose and the
television words, phrases, and
sentences that give
the reader clues
about the author’s
purpose.

Use chart paper to


display the
acronym for
Author’s Purpose:
P.I.E. Discuss the
following:
Persuade- The
author tries to get
you to do
something.
Inform – Gives
facts or true
information about a
topic. (non-fiction
texts)
Entertain- The
author writes
fiction stories that
are not true and
amuse you, make
you smile, laugh or
become sad.

Supply students
with paper plates
and brads to create
their own pies to
use for identifying
author’s purpose.
Have students use
their individual pies
to ensure they have
copied the above
information
correctly.

Georgia
Performance
ELA3R3 The students use a variety of strategies to gain meaning from grade level texts;
Standards
(P) Recognizes the author’s purpose.

Assessment Data: Teacher Conferences, Literacy Centers, Guided Reading


Essential Question: Why do readers need to recognize the author’s purpose in a text?
Enduring Understanding: Readers know that identifying an author’s purpose to entertain, persuade, or inform, gives
understanding to the selection.
Session 2 Before the Learning During the After the Learning Strategies &
Learning Assessments
(Please identify)
Today’s Instructional Strategy DOK- LV 3 – Assess
Elements Review Author’s Purpose Instructional Strategy- Formative Assessment _x___Formative
(P) and display P.I.E. chart DOK Strategies: Assessment
Recognize from previous lesson. Strategies:
s the
Students will work in pairs to Review the 3 purposes an
author’s
Read three short complete Worksheet 1- Author’s author may have for __x__Instructional
purpose.
selections from Author’s Purpose. writing a text. Strategies:
Purpose sheet, and have As students are working, the
Materials students tell why the teacher will monitor and support ___Summative
Chart author wrote the groups as needed. Assessments:
The True passages. Allow students
Story of to use the pie they made ____DOK:
the Three in the previous lesson to
Little Pigs help them. Ask: How did I __Other:_________
identify the author's _______
Author’s purpose in the passage? Homework:
Purpose Students should respond
sheet that you identified key
details in the text that
gave you clues as to why
the author wrote the
passage.

Teacher will lead


Think/Pair/Share
regarding a folk tale. Ask:
Have you ever heard or
read a fairy tale? How did
you know it was a fairy
tale? Read The True Story
of the Three Little Pigs, or
the original tale. Complete
story element chart as a
class. Identify the
author’s purpose for
writing the story.
Georgia
Performance
ELA3R3 The students use a variety of strategies to gain meaning from grade level texts;
Standards (P) Recognizes the author’s purpose.

Assessment Data: Teacher Conferences, Literacy Centers, Guided Reading

Essential Question: Why do readers need to recognize the author’s purpose in a text?
Enduring Understanding: Readers know that identifying an author’s purpose to entertain, persuade, or inform, gives
understanding to the selection.
Session 3 Before the Learning During the Learning After the Learning Strategies &
Assessments
(Please identify)
Today’s Instructional Strategy:
Elements Review Author’s Instructional Strategy- DOK- LV 3 – Assess __X__Formative
Purpose. DOK Formative Assessment Assessment
(P) Discuss and chart Students will work in pairs to Strategies: Strategies:
Recognizes characteristics of a complete Worksheet 2- Author’s
the folktale/fairytale. Purpose. Review the 3 purposes an _x___Instructional
author’s As students are working, the author may have for Strategies:
purpose. Read two folktales and chart
teacher will monitor and support writing a text. Then the
groups as needed. teacher will turn the ___Summative
Chart similarities and television on, watch pre- Assessments:
Materials differences. selected channels (such
Two Identify the author’s as CNN, Nickelodeon, ____DOK:
folktales purpose of each tale. etc.), and have students
Purpose of stories: to to identify the author’s __Other:_________
entertain and enhance purpose. _______
(teacher’s contributions of certain Homework:
choice) sectors of our culture.
Computer
with
internet
connection
Author’s
Purpose
worksheet
Georgia
Performance
ELA3R3 The students use a variety of strategies to gain meaning from grade level texts;
Standards (P) Recognizes the author’s purpose.

Assessment Data: Teacher Conferences, Literacy Centers, Guided Reading

Essential Question: Why do readers need to recognize the author’s purpose in a text?
Enduring Understanding: Readers know that identifying an author’s purpose to entertain, persuade, or inform, gives
understanding to the selection.
Session 4 Before the Learning During the Learning After the Learning Strategies &
Assessments
(Please identify)
Today’s Instructional Strategy:
Elements Review Author’s Instructional Strategy- DOK- LV 3 – Assess __X__Formative
Purpose. DOK Formative Assessment Assessment
(P) Read three short Supply students with various Strategies: Strategies:
Recognizes passages together. newspaper sections. Tell students
the Locate passages here: they will work in pairs to use Review the 3 purposes an _x___Instructional
author’s http://www.teach- their newspaper to find articles author may have for Strategies:
purpose. nology.com/worksheet that show the different types of writing a text.
s/language_arts/autho author's purpose (inform, ___Summative
rs/ persuade, entertain). Students Assessments:
Materials must cut out the artifact, identify
newspaper Identify the author’s what type of article it is, and ____DOK:
Television purpose of each explain what makes it that way.
passage and underline __Other:_________
the details in each _______
Computer passage that support Homework:
with the author’s purpose.
internet
connection Ask: How did I identify
newspaper the author's purpose in
the passage? Students
should respond that
you identified key
details in the text that
gave you clues as to
why the author wrote
the passage.
EDUCATOR’S TOOLBOX
MARZANO’S HIGH YIELD WEBB’S DEPTH OF
INSTRUCTIONAL STRATEGIES FORMATIVE
STRATEGIES KNOWLEDGE
ASSESSMENT STRATEGIES
(45%) Level One: RECALL
Identifying Similarities and Anchored
Differences Arrange, Calculate, Define, Instruction 3-2-1
Draw, Identify, Illustrate, Brace Map Assessment Misconception Check
(34%) List, Label, Measure, Match, Bubble Map Designing Muddiest Point
Summarizing and Note Taking Memorize, Name, Quote, Cause/Effect Exam Post-test as a Pre-
Recite, Recall, Repeat, Diagram Questions test
(29%) Report, Recognize, State, Circle Map Empty Question Box/Board
Reinforcing Effort and Tabulate, Tell, Use Decision Making Outlines Quick Writes
Providing Recognition Level Two: SKILL/CONCEPT Deductive Exposition Reflective
Reasoning and Questioning
(28%) Categorize, Collect and Dialogic Journals questioning Self-Assessments
Homework and Practice Display, Construct, Classify, Discussion Entrance Socratic Seminar
Context Cues, Compare, Double-Bubble Map and Exit Think-Pair-Share
(27%) Cause/Effect, Distinguish, Experimental Slips Three-minuet
Nonlinguistic Representations Estimate, Graph, Interpret, Inquiry Focused Review
Cooperative Learning Infer, Identify Patterns, Flow Map Listing Team Pair Solo
Modify, Make Observations, Historical Hand Signals Traffic Light Icons
(23%) Organize, Predict, Relate, Investigation Homework, Visual
Setting Objectives and Summarize, Show, Separate Inductive Practice & Representations
Providing Feedback Level Three: STRATEGIC Reasoning Review Writer’s Workshop
THINKING Invention Index Cards Whiteboard
(23%) Lecture Journals and Activities
Generating and Testing Assess, Apprise, Compare, Manipulatives Learning
Hypotheses Compare, Critique, Cite Setting Objectives Logs
Evidence, Develop a logical Student K-W-L
(22%) argument, Draw Conclusions, Presentations Long-term
Questions, Cues, and Advance Differentiate, Explain Tree Map Projects
Organizers Phenomena in Terms of Whiteboard Memory
Concepts, Formulate, Activities Matrix
Hypothesize, Investigate, Whole-Group Minute
Problems, Revise, Use Jigsaw II Paper
Concepts to Solve Non-
Routine
Level Four: Extended
Thinking

Analyze, Apply concepts,


Connect, Critique, Create,
Design, Prove Synthesize,
INSTRUCTIONAL STRATEGY MENU
Indicate the days of the week during which the following instructional strategies will be used.
(M=Monday T=Tuesday W=Wednesday H=Thursday F=Friday)

Summarizing Strategies
Activating Strategies Presentation Models Work Period Strategies
(Check for
(Check for Prior Knowledge) (Chunk) (Chew)
Understanding)
Advance Organizers Concept 3 x 3 Vocabulary Associative Framework
Attainment
Anticipation Guide Fishbowl Bingo Categorizing
Brainstorming M Graphic Organizers Boss/Secretary Chalk Talk*
-
H
Carousel Brainstorming* Inquiry Cooperative Learning M Challenge Envelopes*
Strategies -
F
First Word* Jigsaw Find Someone Who Exit Slips
Generating & Testing Math Raps Foldables Final Countdown
Hypotheses
Hot Seat* Mnemonics Folder Games Four Corners
K-W-L Chart Project-based Inside/Outside Circle Four-Two-One
Learning
Possible Sentences Real World Jeopardy (Powerpoint) T Journal Writing*
Connections Games
Talking Drawings Reciprocal M Learning Stations M Shaping Up Review
Teaching - -
F F
Think/Write Pair Share* Role Playing Math Aerobics Synectics
Two Minute Talks* Simulations Numbered Heads Together Three-step Interview*
Virtual Field Trips Story Telling Project-Based Learning Ticket-out-the-Door
Walk Around Survey* Think Alouds M Puzzles Word Sorter*
-
H
Word Splash Webquests

*Denotes strategy that may be used for both activating and/or summarizing
STRATEGIES FOR ALL PHASES OF INSTRUCTION
Problem- Solving Differentiation Strategies
Checks for Understanding Graphic Organizers
Strategies
Five Fingers Area Model Act it out F Choice Boards
High Level Question Stems Frayer Model Draw a picture M Cubing
-
F
Pause Procedure Semantic Feature Guess and check Curriculum Compacting
Analysis
Response Cards Thinking Maps Look for a pattern Flexible Grouping M-
F
Think-Pair-Share Venn Diagram Make a table Multiple Intelligence in the
Classroom
Thumbs up, Thumbs down Problem-solving rubric Tiered Assignments M-
F
Traffic Light Solve a simpler problem Tiering
Whip Around Think Aloud Pair
Problem Solving
Work backward

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