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Planning:
Central focus: Essential literacy strategy: Related skills:
Objective
Performance: Students will be able to complete a graphic organizer identifying and explaining the authors
points for writing a persuasive article.
Conditions: Through the use of the article “Pizza for School Lunch,” students will complete a graphic
organizer to identify the authors points in a piece of persuasive writing and explain how the author uses those
points to support the argument.
What theory/research supports using this objective/strategy to align with the needs of your student?
The students will be working at the remember and understand stage of Bloom’s Taxonomy. Students will use
the remember stage by recalling information from the article to answer questions in the graphic organizer and
they will use the understand stage to explain the purpose for writing the article.
How are the objective, lesson, and materials related to students’ personal, cultural, or community
assets?
Students are reading materials that could actually relate to them/they could see themselves writing as it may
be of interest to them. Student’s develop a sense of community during the guided practice where students talk
about their school and as a group, come up with reasons why Cox Mill is the best school.
Vocabulary Discourse Syntax
Terms: Discourse required in this Syntax required in this lesson:
Authors purpose lesson:
persuade Complete sentences with correct
Filling out a graphic organizer grammar and punctuation.
evidence/reasons
with textual evidence.
How do you teach/support How do you teach/support How do you teach/support syntax
vocabulary development? discourse development? development?
The teacher uses academic The teacher supports the The teacher models writing a summary
language during instruction and discourse development by in complete sentences with correct
when talking about authors reading articles and using grammar and punctuation before
purpose. The teacher should also textual evidence to fill out students practice doing it themselves.
introduce the terms and ask for graphic organizers.
student definitions before
continuing on with its use.
Meaningful connection to prior academic learning: Students will reflect back on what is authors purpose
and connect it to this activity by identifying the reasons the author uses to support said purpose.
Materials: “Author’s Points and Reasons” Worksheet, “Pizza for School Lunch” article, highlighters,
pencils, “Letter to the Editor” article
Implementing:
Whole-Group Instruction (focused mini-lesson) Differentiation:
Teaching point: Authors Point and Reasons If students are struggling
understanding what
Review: What is authors purpose? What are the different authors purposes you authors purpose is, the
have learned about? Examples of each? Turn and talk for 2 minutes. teacher will write the
definition on the board
Students then share out. for students to refer back
to.
PIE’ED: Persuade, Inform, Entertain, Explain, Describe
Tell students we will read the article together and we will find the author’s point
and reasons or evidence to support that point.
Questions to ask:
What is this paragraph talking about?
What is the topic sentence?
How does this support the point the author is trying to make?
Transfer the highlighted portions into the “Authors Points and Reasons”
worksheet.
Next, practice writing an example summary and then have students try it on their
own based off teacher example. Students will complete the answer at the bottom
to explain how the author supports the point. Students will take the information
from the graphic organizer and put it into paragraph form. It might sound like,
“The author of the article, “___” thinks that (insert author’s point). One reason
he/she thinks that is because ____. Another reason he thinks that is because ____.
Finally, he thinks that because ____.
Assessing:
Assessment:
How does it measure the essential literacy strategy? How does it measure the related skills?
The rubric measures the student’s ability to identify The rubric measures the related skills by looking at
the authors points and explain how the author uses summarizing skills using complete sentences and
them to support a point. identifying the main idea of each paragraph to help
students identify the topic sentence/point.
Rubric: Include an analytic rubric that will offer students feedback on their strengths AND weaknesses for
both the ELS and related skills.
Rubric 3 2 1
Author’s purpose The student provides the The student provides the The student does not
correct authors purpose correct authors purpose, provide the correct
in a complete sentence. but it is not in a authors purpose.
complete sentence.
Identification of reasons The student provides the The student provides 2 The student provides 1
3 correct reasons the correct reasons the or less correct reasons
author wrote the article. author wrote the article. the author wrote the
article.
Summary of how points The student writes a The student writes a The student writes a
support the purpose summary in complete summary in complete summary that does not
sentences and includes sentences but does not include the three correct
the correct authors have either the three reasons or the correct
purpose and the three correct reasons or the authors purpose.
correct reasons. correct authors purpose.
The following is to be completed after implementing lesson:
Reflecting on students’ performance
Students’ strengths in relation to essential literacy Students’ strengths in relation to related skills
strategy
Majority of students were able to identify the authors Majority of students were great at writing a summary
reasons for writing the article and were able to explain of the article using points, transitioning words, and
using words. supporting details.
Students’ weaknesses in relation to essential literacy Students’ weaknesses in relation to related skills
strategy
Some students struggled identifying the sentence that Students’ weaknesses I noticed in relation to related
provided the reason out of the paragraph as it was all skills is the difference between main idea and
talking about the same thing. In other words, some authors purpose and students think that this is the
students struggled finding the topic sentence. same thing.
Reflecting on lesson implementation (with justifications from student performance and lesson delivery)
Strengths Areas for growth
The lesson modeling proved to be effective for The lesson could have further discussed “topic
majority of the class as the majority of students sentences” and practiced locating the main point per
highlighted the authors reasons and transferred them paragraph.
into the “Authors Points and Reasons” organizer.
Given the students' in/ability to achieve the learning standard, describe your next steps to improve your
practice
Next steps for teaching essential literacy strategy Next steps for teaching related skills
The next steps for teaching authors purpose would be The next steps for teaching summarizing and main
to move on to the next type in the PIE’ED format, idea would be to review the difference between main
moving to inform. idea and authors purpose as this got a little mixed up.
References:
https://k12.thoughtfullearning.com/resources/studentmodels#Grade%205
Author’s Points and Reasons
The author of this article makes a good point! Explain how the point is made and supported.
Name: ______________________
Date: ______________________
Letter to the Editor
Dear Editor,
I’m writing to you about the Teacher-Who-Made-a-Difference contest. Ms. Wells made a
difference to me! I think she should be the winner of your contest. Ms. Wells has done so
much for me and for all of her students; this is the least I can do for her.
First of all, Ms. Wells is helpful. She’s willing to help anyone in the classroom who needs
help. My teacher always helps us with worksheets. On Friday, she showed me how to do
something in math. If you ask her for help, she’ll help you.
In addition, Ms. Wells is a kind person. She always lets her students stay in from recess. On
February 26, she let our class have a Colonial Day. We got to dress up like colonists; it was
a blast! Not only is she kind to kids, but she’s also kind to other teachers and parents. She is
always thoughtful and considerate.
Lastly, Ms. Wells donates her time to kids. She donates her lunch recess for Student
Council, which meets in her room. Last fall, Ms. Wells promised me that she would come to
one of my soccer games. Guess what? She did, even though she had a lot of school stuff to
correct and had to leave for Chicago.
In conclusion, I think Ms. Wells should be the winner of your contest. She is helpful and kind
and gives her free time to students. I know you will agree with me that Ms. Wells is a
Teacher Who Made a Difference. She’s the best!
Sincerely,
Melissa