Heather Beck's Electronic Portfolio - Welcome



Heather Yarnell Skill for “Interrupted Journey”/ Grade 52/23/2011Integration of Learning OutcomesStudents will be able to identify the different purpose’s for an author to write.Students will work in partners to create either a persuasive, informative, or entertaining piece of writing using “goldfish”. Students will be able to gain ownership of their story/passage as they share it with the class.Students will become familiar with different types of writing.StandardsR5.A.2.6.1 Identify & Describe Genre of Text: Identify author’s intended purpose of text.R5.A.2.6.2 Identify & Describe Genre of Text: Identify, explain and/or describe examples that support intended purpose Anticipatory SetAsk students what they know about author’s purpose. Why would an author want to write a passage? Call on students to give their input. Show the students a short clip on Author’s purpose. Tell students, the easiest way to remember author’s purpose is PIE. What’s the P stand for from the video? Persuade. How about the I? Inform. And the E? Entertain. Good. Now, what do these three things mean? What does it mean to persuade somebody, inform somebody, and entertain someone? Today, we are going to do an activity that will hopefully get you thinking about these three types of writing pieces. ProceduresGive each group a card with a passage on. Tell students to read the passage within their group and decide what the author’s purpose is. They will have about 5 minutes to do so. Share the passages with the class. Each group will pick a spokesperson and have them read their passage to the class. First, the class will say they piece of writing they think it is, whether its to persuade, inform, or entertain. Then, the group will say what they discussed in their group. They will back it up with why they chose the author’s purpose they did. Once all groups have shared, start the activity.Give each student a cup full of goldfish crackers. Tell them not to eat them at this point. Have each student pick a strip of paper out of a bag. The strips either have persuade, inform, or entertain. This is the purpose for their writing. It is the students job to write a story based on what they picked from the bag. If the students picked persuade, they are going to be persuading somebody to buy or not to buy goldfish crackers. If they picked inform, the students are going to inform somebody about goldfish crackers. If they picked entertain, they can come up with a funny story or anything creative about goldfish crackers. Give the students about 20 minutes to write their stories. While they are writing they can eat the goldfish crackers. DifferentiationFor students who get done before the rest of the class I would allow them to draw a picture of their goldfish. They can be as creative as they want. Gifted students: These students could receive “challenge” words to include in their passages on goldfish.ClosureHave the students share their stories/passages with the class. The class has to guess if they had persuade, inform, or entertain based off of the clues and way of writing. When everybody has shared their story and the class has guessed the correct author’s purpose for each. Ask the class to retell PIE. What does PIE stand for? Persuade. Inform. Entertain. Why is the author’s purpose important when reading? Does every story have an author’s purpose? When we write we always have to think about, “why am I writing this, what’s my purpose?” This will allow us to write good stories and keep us on task while we write or read. Formative/Summative Assessment of StudentsFormative Assessment: The students will be assessed throughout observations and participation. The teacher will walk around to each of the groups while working to make sure each student is being attentive and cooperating with their group. The students will also be held accountable for their passage. Each of the students should be working to try to get their goldfish story/ passage completed. Summative Assessment: The overall assessment on the skill will be given with the big reading test at the end of Lesson 21. The students should score a ? on the skill in order to be proficient in “Author’s Purpose.” For a short summative assessment, the teacher will grade each student’s passage/story. It will be graded on completion and whether or not they followed their strip or not. This will allow the teacher to see if the students fully understood Author’s Purpose or not. Materials/EquipmentSmart Board PresentationPencilsGoldfishPaperTechnologySmart BoardReflection on PlanningI got this idea from a friend who is a teacher. She said her students really enjoyed doing this type of writing and then having to guess what type their neighbor had. Students love sharing their writing and projects at this age, so I like to give them any opportunity possible to share with the class what they’ve completed. Reflection on InstructionThe students loved this. When it was time to share all of their hands were up. The point of the lesson was to give them an opportunity to not only hear the different purpose’s for writing, but also get to experience one first hand. Many of the students who had picked persuade did advertisements for goldfish. This was such a clever idea and the class really enjoyed it. For inform, the students came up with the brand of goldfish, Pepperidge Farm, color, texture, taste, etc. Lastly, for entertain, the students can up with stories about their goldfish swimming in the water, running into friends, meeting octopus’s, etc. They LOVED being able to be creative and have fun with the lesson while they ate their goldfish. I really think they grasped the overall concept of author’s purpose. ................
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