TEKS Lesson Plan/Unit Plan
Focus Plan
Texarkana Independent School District
|GRADING PERIOD: |1st 6 Weeks |PLAN CODE: |R7.1.3 |
|Teacher: |Ables |Course/subject: |English Language Arts |
|Grade(s): |7 |Time allotted for instruction: |2 class periods |
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|Title: |Author’s Purpose: Easy as PIE |
|Lesson TOPIC: |Identifying author’s purpose |
|TAKS Objective: |Objective 3 |
| |The student will use a variety of strategies to analyze culturally diverse written texts. |
|FoCUS TEKS and Student Expectation: |7.12 Reading/text structures/literary concepts. The student analyzes the characteristics of |
| |various types of texts (genres). The student is expected to: |
| |(A) identify the purposes of different types of texts such as to inform, influence, express, |
| |or entertain (4-8). |
|Supporting TEKS and Student Expectation: |7.12 Reading/text structures/literary concepts. The student analyzes the characteristics of |
| |various types of texts (genres). The student is expected to: |
| |(H) describe how the author’s perspective or point of view affects the text (4-8). |
| |(K) recognize how style, tone, and mood contribute to the effect of the text (6-8). |
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|Concepts |Enduring Understandings/Generalizations/Principles |
| |The student will understand that |
|Purpose |Authors have a purpose for writing, which is usually to persuade, to inform, or to entertain. |
|Point of View |A writer’s perspective or point of view influences his/her writing. |
|Tone |Just as we use tone in our voices to express feelings and emotions and to give meaning to words, so |
| |authors use tone in their writing to convey meaning. |
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[pic]I. Sequence of Activities (Instructional Strategies)
A. Focus/connections
Before students enter the classroom, write a brief story joke on the board. Two examples are provided below.
Example 1: Two young men are hiking and come across a bear. One man sits down, takes off his hiking boots, and starts lacing up his sneakers. The other man bends over and says, "There's no way you're gonna outrun that bear." The man on the ground says, "I don't need to outrun the bear. I just need to outrun you."
Example 2: We used to play spin the bottle when I was a kid. A girl would spin the bottle and if it pointed to you when it stopped, the girl could either kiss you or give you a dime. By the time I was 14, I owned my own home.
After students have read the jokes, ask why they think you wrote them. Lead them to the first author’s purpose: to entertain.
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, modeling, discussion, reading, listening, viewing, etc.)
Lecture/Class discussion: Use the Transparency Packet: Easy as Pie to introduce the concept of author’s purpose. Identify the three most common purposes (PIE), and provide the definitions and examples from the transparencies.
C. Guided activity or strategy
Activity 1: Provide copies of this handout and read the first brief story. Ask students to identify the author’s purpose. Require students to provide evidence from the text to support their answers.
D. Accommodations/modifications
E. Enrichment
II. STUDENT PERFORMANCE
A. Description
1. Activities 2-4: Have students identify the author’s purpose in all stories in activities 2, 3, and 4. Students may work in groups for activity 2, but they also should practice this skill independently. Following each activity, provide an opportunity for class discussion. Make sure students provide textual evidence for each answer.
2. Independent Reading: Assign “Hurricanes: Big Winds and Big Damage,” p. 305. Students should be prepared to identify the author’s purpose and to provide textual evidence for their answer.
B. Accommodations/modifications
C. Enrichment
iii. Assessment of Activities
A. Description
After students have completed activities 1-4, administer the Post Test: Author’s Purpose.
B. Rubrics/grading criteria
Answers for the post test are provided in the packet.
C. Accommodations/modifications
D. Enrichment
E. Sample discussion questions
1. What is the author’s purpose in this selection?
2. What evidence do you have to support your answer?
3. What is the author trying to persuade you to do or to think?
4. Why is this an informational selection?
IV. TAKS Preparation
Sample TAKS questions
1. The author probably wrote this selection to –
A explain the rules and regulations of the Soap Box Derby
B persuade readers to visit Akron, Ohio, to watch the Soap Box Derby
C give a brief history of the Soap Box Derby’s first six years
D entertain readers with a story about a Soap Box Derby winner
(From Spring Grade 7 Reading 2003 TAKS )
2. The main purpose of these articles is to –
F persuade readers to consider a career in nursing
G explain to readers why nurses are so important during times of war
H show readers how nursing has changed over the years
J give readers information about two women who made a difference
(From Spring Grade 7 Reading 2004 TAKS – used for paired passages)
V. Key Vocabulary
Purpose, point of view, perspective, tone, persuade, inform, entertain
VI. Resources
A. Textbook
Glencoe Literature, Course 2
• “Hurricanes: Big Winds and Big Damage,” p. 305
• “Responding to Literature,” p. 312
B. Supplementary materials
Transparency Packet: Easy as Pie
Activity Worksheets 1-5: Easy as Pie
Graphic Organizer: Easy as Pie
Post Test: Author’s Purpose
C. Technology
After reading “Hurricanes: Big Winds and Big Damage,” have students create and videotape a news broadcast. In writing the stories, students should include a topic sentence, or a directly stated main idea. If the assignment is completed in multiple class periods, the classes could vote on the Emmy Award for the best broadcast.
vii. FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
VIII. Teacher Notes
In the lesson plan for 7th grade writing titled “What I Am, What I Want to Be - Purpose,” the student is introduced to a fourth purpose of writing: “to express.”
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