© Austin ISD Language Arts 2015

Lesson Name: Expository Author’s Purpose Estimated timeframe: See Pacing Suggestions CRM/Unit: 3rd 9Wks, Unit 6, ARC 5 Grade Level: 5th Grade Reading This lesson is appropriate for both Dual Language and Monolingual teachers. Monolingual Pacing: Day 1 – Engage and SE Focus Lesson 1(Teacher Model) Day 2 – Author’s Purpose: Activity 1 and Activity 2: Creating a Model Day 3 -- SE Focus Lesson 2 (Teacher Model) and Mixed Structure Texts: Activity 2 Day 4 -- Teacher Leads Closure Discussion; Students Complete entries in Writing to Learn Journals (then share and

discuss) Dual Language Pacing: Day 1 – Engage and Beginning of SE Focus Lesson 1(Teacher Model) Day 2 – Finish SE Focus Lesson 1(Teacher Model) and Partners do Author’s Purpose: Activity 1 Day 3 –Activity 2: Creating a Model Day 4 – SE Focus Lesson 2 (Teacher Model) and Mixed Structure Texts: Activity 2 Day 5 – Teacher Leads Closure Discussion; Students Complete entries in Writing to Learn Journals (then share and

discuss)

Lesson Components

Lesson Objectives: Students will use and create graphic organizers to analyze text structure and author’s purpose with expository text. Language Objectives: The students will read expository texts and use academic language to discuss the organizational patterns of expository text and draw conclusions about the author’s purpose.

Prior Learning: Students are able to understand, make inferences and draw conclusions about the structure and elements of non-fiction (expository text) and provide evidence from the text to support their understanding.

Standards(Texas Essential Knowledge and Skills:

5.10 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.

5.10A draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved

5.11 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

5.11C analyze how the organizational patterns of text (e.g. , cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas

College and Career Readiness: Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths.

Use effective reading strategies to determine a written work’s purpose and intended audience.

Use text features and graphics to form an overview of informational texts and to determine where to locate information.

Draw and support complex inferences from text to summarize and draw conclusions.

Essential Questions:

How does understanding the structures and features of a text help you to comprehend better when reading?

Can you determine the author’s purpose? If not, what could the author have done differently to help the readers identify the purpose?

How does using visual mapping help us to better understand what we read?

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Vocabulary Essential: entertain, inform, explain, describe, persuade, informational, descriptive, persuasive, narrative, expository, subtitles, photographs, headings, illustrations, index, appendix, glossary, pronunciation guide, map, timeline, flow chart, diagram, graphic, table, caption

Lesson Preparation

Chart Paper

Expository Text Organizers (attached to lesson)

Text Structure Reference Sheet

Suggested Texts: “Time for Kids” from Treasures and Tesoros Non Fiction Texts from: http://ngexplorer.cengage.com/explorer/ Previously read nonfiction texts

For Activity 2: Creating a Model, students will need access to computers or internet-capable tablets. Access to one or more of the following software/online tools-be sure to familiarize yourself with the tools before assigning the task: Inspiration ®, Kidspiration ®, Powerpoint ®, Google Drawing, or Popplet.com (or iPads with the App Popplet installed- $4.99 per device.)

Anchors of Support

© Austin ISD Language Arts 2015

© Austin ISD Language Arts 2015

Differentiation

Strategies

For the individual/ pair work, be sure to have plenty of books available for the range of independent reading levels of your students (addressing readers below, on, and above grade level).

Special Education: If needed, read the student-selected story to/with them and allow them to verbalize their responses while you write them. Incorporate picture clues into the graphic organizer to help clarify each component. Allow for cooperative learning opportunities (pair students strategically.)

English Language Learners: Define the terms on the anchor chart and/or provide picture clues to match the vocabulary. Allow for cooperative learning opportunities.

Extension for Learning: Have the students identify the author’s purpose with poetry with this lesson using poetry from Read Works.org found here: http://www.readworks.org/lessons/grade5/words-wings-treasury-african-american-poetry-and-art/lesson-4

21st Century Skills

Work Creatively with Others: Develop, implement and communicate new ideas to others effectively

In groups, have students create a “flipped classroom” type lesson to use either with a small group, tutoring group, or even next year’s class. The lesson will teach other students how to identify author’s purpose with expository text. Have the students use: Board Builder: http://www.iteachwithtechnology.com/2013/08/discovery-educations-board-builder.html Or Voice Thread : http://voicethread.com/support/howto/Basics/

English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.

Lesson Cycle

Engage Engage the students with this movement and visual activity about the purposes of non-fiction text from Nancy Fetzer Literacy Connections https://www.nancyfetzer.com/pdf/reading/expos_text_org.pdf Introduce the lesson by reminding students that authors write for many different reasons or purposes. This lesson will focus on why authors write nonfiction text.

Write: Information: Nonfiction on chart paper.

Draw: A person, an animal, the Earth, an arrow pointing at a dot, and a thinking bubble. Next label each. (See diagram below)

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Point to each drawing as you explain informational texts. Explain to the students: “Information can be about many things, like living things. For example, people and animals, places like the real world or things, events that really happened, or ideas.”

Write and draw:

Explain: “When an author writes about information, he identifies the subject: Who or what is the information? This is the author’s big idea.”

Write ‘Purpose’, then draw an opened mouth and label ‘Inform’. Draw steps and label ‘Explain’. Draw a paintbrush and label ‘Describe’. Draw a magnifying glass and label ‘Analyze’. (See the diagram on the next page.)

Share with the class: “Once an author knows the subject he or she is writing about, then he needs to figure out the purpose: What is the reason the audience needs to learn about the subject? Is the author informing, explaining, describing, analyzing or persuading the reader?”

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Chant and motion: “The author’s purpose is the reason why the information is being written. There are five different reasons.” (Hold up five fingers.)

“First, to be informed about the subject.” (Cup hands around mouth.)

“Second, to explain steps or a sequence of events.” (Stick out an arm and move it up and over like steps).

“Third, to describe living things, places, and other items.” (Pretend to paint.)

“Fourth, to analyze the subject.” (Pretend to hold a magnifying glass to your eye.)

“Fifth, to persuade the audience to do something or think a certain way.“ (Hold a cupped hand to your ear.)

Next, connect previously learned expository text structures to the above author’s purposes.

Add the Expository Text Structures to the above Author’s Purpose Anchor (See Diagram on next page)

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Write, draw and explain: Write Organize next to purpose. “Once the author identifies his purpose, then he or she will know how to organize”

Inform using categories: “If the author is informing the reader about a subject. he may decide to sort the information into categories with main ideas and supporting details.”

Explain using a sequence of steps, process or events: “If the author is explaining to the reader the steps for directions, parts of a process or the actions in an event, he then needs to sequence the information.”

Describe using a drawing: “If the author needs to create a vivid-sensory description in the reader’s mind, he then needs to draw the subject, and label it using the five-senses and figurative language. Once the subject is labeled, he uses a bank of descriptive words and phrases to write a description of the subject.

Analyze the subject for a specific outcome or conclusion: “The author examines the subject (ideas, living things, places, objects, etc.) to identify the similarities and differences between two or more things in order to make a claim, to explain the results of an action or condition, or to propose a solution to a problem. Once the type of outcome or conclusion is identified, he then selects the appropriate

method for the analysis: cause and effect, compare and contrast, or problem and solution

Persuade for an action or idea: “If the author decides to influence his audience to do something or think a certain way, he then forms an argument supported with evidence or benefits, presents rebuttals and counter-arguments, then calls the audience to an action or to make a conclusion.”

Lesson stages SE Focus Lesson 1: (Teacher-led/ Whole Group)

Share a high-interest expository text that you have read in advance to plan for stopping points and open-ended questions.

Model skimming the article for text features (title, headings, subheadings, etc.)

Have the students Turn and Talk: “What do you think this article is about?” based on the text features.

Record student responses and discuss any inconsistent answers within the class.

Read the article aloud, drawing attention to words and text features that signal the purpose for which it is written (inform, explain, describe, persuade, or analyze.)

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Ask the students “What organizational structure did the author use to make his point? What text features and signal words give you clues?” (You can use the Text Structure Reference Sheet attached at end of lesson, if needed.) Record student responses. Make the connection that the text structure and author’s purpose are related and the text structure gives a big clue to the article’s purpose.

Now guide the students to synthesize the clues from the text features, the prediction about what they think they article is about, and the text structure of the article to determine the author’s purpose for writing the article.

The students can use this sentence stem: “We know that the author’s purpose is ___________ because of the text features such as _______________ and the _______________________________ text structure.”

Author’s Purpose (ACTIVITY 1): (Student Partners)

Distribute one Non Fiction Author’s Purpose graphic organizer (included at end of lesson) to each set of partners. Students will collaborate to complete one graphic

organizer. Introduce another text that works well for author’s purpose. This may be a

previously read text.

Have partners work together to read the text and write notes on their graphic organizer to identify the authors purpose.

After the partner groups have finished their work, have them team up with another partner group to share the information they recorded. Guide the students to have productive discussions about any discrepancies they may find between their graphic organizer and the other partners’ information.

. ACTIVITY 2: Creating a Model

Students may work independently or in pairs for this activity. (They will need access to computers or tablets.)

In order for students to truly own their thinking about the structure of a text, it is more valuable for them to map their understandings and manipulate the connections among thoughts and ideas than to fill in static boxes on a worksheet. For this activity, students will use computers or tablets to create their own visual map of the text’s structure.

There are a number of free and inexpensive online tools for creating graphic organizers. Search online, then play with a number of them to expand your teaching toolbox.

Four tools to which AISD teachers already have access: o Powerpoint o Google Drawing (simply log in to your Google Drive account, select “New,”

and choose “Drawing,” (This works very similar to PPt, but it allows creators to collaborate like Google Docs.)

o Inspiration and Kidspiration (If not loaded on your computers, you can download it from the AISD server. Go to the START menu… Programs and Features…from the left panel, choose “Install a program from the network”…Inspiration and/or Kidspration and Install.)

o For Support with using these tools, Log in to the AISD Cloud, go to the tab “Training” and select “Atomic Learning.” Type the name of the software into the search bar and choose which tutorial you need. Support for Inspiration can also be found at these two links: Inspiration-Getting Started; Inspiration-Users’ Manual

Students read a nonfiction text on a topic of interest. This may be an article from Time for Kids (Readers or TFK online), an article from National Geographic for Kids, Kids.gov, or resources available in your classroom such as leveled readers or news subscriptions you use.

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After reading the article/text, and jotting notes to identify important text features, students create a visual map to organize their thinking:

How do the text features (graphics, illustrations, diagrams, subheadings, etc) fit together or connect from one to another? From this map, they identify the “big idea” and the author’s purpose for writing the text. This becomes their title and subtitle for their map.

Students print their maps and post them around the room (or in the hallway if there is more space.) Lead them through a gallery walk followed by a discussion about the differences and similarities between the maps. Encourage students to ask questions about maps that are different from their own way of organizing thoughts. (e.g. “Why did you connect these three thoughts in a straight line instead of in a bundle?”)

This dialogue can be very powerful, with students pondering ways of thinking that they would not have thought of on their own. Get them observing, thinking and talking! SE Focus Lesson 2: (Teacher-led/ Whole Group)

Review the charts and activities from Activity 1 above. Repeat the activity from yesterday but with an expository text with mixed modes or structures of writing.

Talk about how different structures often overlap in the best pieces of writing. Chances are that much of the literature you read includes a mix of structures. You might identify samples of various structures within a single piece, and talk about how the mix of structures may actually make a piece of writing stronger.

Identify samples of writing you read in class by structure. Can you determine the author’s purpose? Is it clear whether the author was writing an informational piece, a persuasive argument, or a story?

Mixed Structure Texts (ACTIVITY 1): (Student Partners)

Distribute one Text Feature Author’s Purpose graphic organizer to each set of partners. Students will collaborate to complete one graphic organizer.

Use the mixed mode expository text in the SE Focus Lesson 2 to use with the new Text Feature Author’s Purpose graphic organizer

Have partners work together to read the text and write notes on their graphic organizer to identify the authors purpose.

After the partner groups have finished their work, have them team up with another partner group to share the information they recorded. Guide the students to have productive discussions about any discrepancies they may find between their graphic organizer and the other partners’ information.

ACTIVITY 2: (Student Partners)

In their Reader’s Response Journal’s or Writing to Learn Journal have the students respond to this question from either article from SE Focus Lesson 1 or 2:

Tell what the author is writing about in a few words (topic). Identify why the author wrote the selection. Did the author do a fair, adequate, or effective job in achieving the purpose? Why or Why not?

Closure Activity Discussion: Lead students through a discussion about what strategies helped them to identify the author’s purpose of expository text. Revisit and discuss the Essential Questions (at the beginning of this lesson guide).

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Check for Understanding (Evaluation)

Formative: Teacher observations during Turn and Talk and partner activities, and journal reflections. Journal Writing Reflection: (Writing to Learn Journal)

Tell what the author is writing about in a few words (topic). Identify why the author wrote the selection. Did the author do a fair, adequate, or effective job in achieving the purpose? Why or Why not

Summative:

Distribute both types of graphic organizers to the class and let the students choose which one to use.

Students select an article from “Time for Kids” and complete the graphic organizer.

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Name______________________ Date_______________________

Non Fiction Author’s Purpose

Title of Article:

What text features do you notice?

Based on the text features: what do

you think this article is about? What

do you think is the Big Idea?

What is the text structure?

Based on the text features, the Big Idea, and the text structure, what is the Author’s Purpose

of the article? Inform, Explain, Describe, Analyze or Persuade (and about what?) Was the

author successful with achieving this (inform, explain, describe, analyze, persuade)?

© Austin ISD Language Arts 2015

© Austin ISD Language Arts 2015