TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |According to Scope and Sequence |PLAN CODE: | |

|Writer: | |Course/subject: | |

| |G. Peterson | |Reading |

|Grade(s): | |Time allotted for instruction: |Three – thirty minute sessions |

| |4th | | |

[pic]

|Title: | |

| |What’s the Point? |

|Lesson TOPIC: | |

| |Author’s Point of View |

|TAKS Objective: | |

|FoCUS TEKS and Student Expectation: | 4.12 The student analyzes the characteristics of various types of texts (genres). The student is|

| |expected to: |

| | |

| |describe how the author's perspective or point of view affects the text |

| | |

| |Author’s Perspective Including: |

| |•Describe why the author included certain pieces of text (e.g., introduction), |

| |•Describe why the author wrote the text (e.g., to inform, to persuade, to entertain) |

| |•Recognize Point of View as the author’s perspective/attitude/stance toward an event, issue, |

| |another character |

|Supporting TEKS and Student Expectations: |4.8(B) The student reads widely for different purposes in varied sources. Select varied sources |

| |such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or |

| |pleasure. |

| |4.10(B) The student comprehends selections using a variety of strategies. Establish and adjust |

| |purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to |

| |solve problems |

[pic]

|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

| | |

|Point of view |In order to effectively comprehend a passage, it is helpful to determine the author’s point of view, or|

| |the reason he or she wrote the piece. Communication for varied purposes often requires the use of |

| |different approaches, organization, and language. |

| | |

| |When writing to inform, it is the author’s goal to enlighten the reader with subjects that are real and|

| |factual. Few opinions are expressed. Examples include cookbooks, textbooks, and historical accounts. |

|Inform | |

| |When a passage is fiction, the author’s purpose is to entertain. |

| | |

| |Usually non-fiction. Although there are facts included, the passage contains the author’s opinions, and|

| |it is clear if he or she is for or against it. |

|Entertain | |

| |Focused on the writer – not intended for outside audience. Such as journal, diary, or personal poetry. |

|Persuade | |

| |Fiction is made up by the author and is not based on facts. The purpose of fiction is to entertain. |

| |Fiction pieces create a mood or a feeling such as happy, sad, scary, angry, or peaceful. |

| | |

|Express |Non-fiction is based on fact and the author’s opinion about a subject. Non-fiction pieces include |

| |biographies, textbooks, newspaper and magazine articles. The purpose is to inform and sometimes to |

| |persuade. |

|Fiction | |

| | |

| | |

| | |

|Non-fiction | |

[pic]I. SEQUENCE OF ACTIVITIES (Instructional Strategies)

A. Focus/connections/anticipatory set

Show the Power Point “Author’s Point of View” (included). Discuss new information and answer questions.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, think-aloud, discussion, reading, listening, viewing, etc.)

To practice and extend the students’ understanding of author’s point of view, play “What’s the Point?” (Handout 1). This sorting activity can be played in small groups of two or three or as a whole class. Handout 1 is filled with examples of different types of writing, including comics, advertisements, letters to the editor, humorous essays, and ingredient charts. You will need to copy the pages and cut them apart if you would like the sorting done in groups. The examples are divided into six groups for your convenience.

Each group should read through their writing examples and determine the author’s purpose for each. After each group has finished, they should share a few samples with the class. They should be able to explain their reasoning, and classmates should question them if they disagree.

C. Guided activity or strategy

Next have each group collaborate to write one good example of each point of view. Allow the use of reference materials as needed. Caution each group that normal writing standards with regard to complete sentences and correct punctuation must be followed. After the rough draft is complete, encourage each group to edit carefully before writing their final draft. Then share their creations with the class.

D. Accommodations/modifications

Any and all activities may be modified as needed.

E. Enrichment

• Have each student select a problem and write a persuasive essay on it.

• Discuss the power of advertising and how it is a persuasive art. Challenge your students to create advertising promotions. They can include writing, drawing, radio and/or television ads.

• Use Transparency 1 – Comics as a Persuading Tool to illustrate the value of comics as a tool to teach and persuade. It contains examples of professional comics and some made by children. Challenge your students to design their own comics to get a message across. Be sure to publish them in a book or post them on a wall!

• Write an informational, non-fictional report on a topic you are studying in another class. Be sure to include source documentation.

• Keep a journal for a time. Write thoughts and experiences. It is not necessary to share these if a student would like to have privacy.

II. STUDENT PERFORMANCE

A. Description

The student will learn the differences between in author’s point of view: inform, persuade, entertain and express, as well as how to determine which type is being read. The student will sort examples of each type, and be able to explain his or her reasoning. The student will practice writing and drawing different genre of literature to illustrate each type of point of view.

B. Accommodations/modifications

Any and all activities may be modified as needed.

B. Enrichment

The student will write both fictional and non-fictional examples of each type of author’s point of view. Advertising will be exposed as the persuasive force it is. The student will practice creating, defining, and sharing an advertising promotion for the product of his or her choice. They will also draw comics, use reference materials for accuracy, and be held to the normal writing standard throughout this unit.

III. ASSESSMENT OF ACTIVITIES

A. Description

Author’s Purpose and Point of View Post-Test (included). This test includes ten reading passages and thought-provoking questions. Author’s P&POV Answer Key is also included.

Assess the groups’ creative writing examples of point of view using your normal standard.

B. Rubrics/grading criteria

Use the standard grading criteria.

C. Accommodations/modifications

Any and all activities may be modified as needed.

D. Enrichment

See Enrichment Grading Rubric (included)

E. Sample discussion questions

How can you decide if a story is fact or fiction?

Why do authors write with different purposes?

Explain how you can tell the author’s purpose.

What are some things you might write that will be written to inform?

What are some things you might write that will be written to persuade?

What are some things you might write that will be written to entertain?

Do you read comics? Which one is your favorite? Why?

Do you learn the author’s opinions by what he or she writes?

Do you think literature can be entertaining but also teach a lesson? If so, can you think of any examples?

Can you think of any titles that let you know the author’s purpose before you even read the item?

Do you think good titles give us information about the author’s purpose? Why?

Can you recall any advertisements you’ve seen lately? What are they for and why do you remember them?

Do you think advertising works? Why?

IV. TAKS PREPARATION

A. Transition to TAKS context

See Step Up to the TAKS (Fourth Grade Reading, February 2006 edition, GF Educators, Inc.) pages 103-106 for a teaching model, guided practice, and two pages of independent practice.

B. Sample TAKS questions

V. KEY VOCABULARY

Point of view, inform, entertain, persuade, express, fiction, nonfiction

VI. RESOURCES

A. Textbook

B. Supplementary materials/equipment

C. Technology

Amazing Kids and their original comics



Persuasion in Advertising



VII. FOLLOW UP ACTIVITIES

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

Challenge the students to document the commercials they see for a week. They should keep a list of the products, the words, music (if applicable), and photos used to sell the products. Keep a word wall of persuasive ad campaigns. Discuss wants and needs, and what advertising does to alter our minds.

VIII. TEACHER NOTES

Many children believe everything they read or see on television. Utilizing this lesson on advertising could provide a valuable opportunity to discuss and teach about how advertisements persuade us to purchase things we don’t need. You could discuss that some products could actually be dangerous. Extend this into documenting commercials and advertisements to help your students become more savvy consumers.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download