Direct Instruction Lesson Plan Template

Grade Level/Subject: 2nd Grade

Central Focus: Students will use the word P.I.E to
Reading and Literacy
identify authors purpose.
Essential Standard/Common Core Objective: CCSS.ELALITERACY.RI.2.6
Date submitted: 11/18 Date
Identify the main purpose of a text, including what the
taught: 11/15
author wants to answer, explain, or describe.
Daily Lesson Objective: Performance: Students will be able to identify authors purpose
and underline the word or sentence that helped them decide.
Conditions: Students will work with other classmates or individually.
Criteria: Students will need to correctly identify the authors purpose and underline th
word of phrase that helped them decide it. Students will need to achieve 5 out of 6
points to be considered proficient. 2 points per problem, 3 problems for a total of 6
points. 5/6 = 83%
21st Century Skills:
Academic Language Demand (Language Function a
Communication and Critical
Vocabulary):
Thinking and Problem Solving.
Predicting and collaboration
Prior Knowledge: Students will need to know that every author has a reason for writing
and what that reason is is called authors purpose.
Activity

1. Focus and
Review

2. Statement of
Objective
for Student
3. Teacher Input

Description of Activities and Setting

Okay class, Today we are going to learn about why an
author writes something! All authors write for a certain
reason, and what they write has a purpose. Does
anyone know what this is called?
(Students raise their hands and the teacher calls on
them)
Awesome! Today we are going to learn about authors
purpose! Everyone in this class is a author so I want you
to turn to your partner and tell them the reason that you
write the stories that you write.
You will work individually or with a partner and figure out
the authors purpose for several short passages. You will
also underline the word or sentence that helped you
decide the authors purpose.
The teacher will put a pie chart on the board and write
the word P.I E. The teacher will explain to the students
what authors purpose is and that it is Easy as PIE! The
teacher will describe each letter of the word PIE and
what it stands for. (Persuade, Inform, Explain) The
teacher will give examples of each type of writing and
give ideas about what factors to look for when deciding
authors purpose.
The teacher will ask:
-What are some reasons an authors writes a story?

Time

5-10
min

10-1
min

-What is an easy way to help you remember the three

main reasons an author writes?

4. Guided Practice

5. Independent
Practice

6. Assessment
Methods of
all
objectives/skills:
7. Closure

The teacher will put a worksheet on the doc cam with

three problems. The students will be instructed to read
the short passages, identify the authors purpose and
underline the word or sentence that helped them decide
the authors purpose. The students will do the first one
with the teacher and then have the chance to work on
10-1
the others alone or with a partner.
min
The teacher will ask:
-Who can read the first problem for me?
-Who thinks they know what the authors purpose is in
this problem?
-Is it P, I or E?
-how do you know?
Now class I have a chart that I want you to copy down
for PIE. After you copy down the chart in your day
journals I want you to look through your own books in
your book bags and find the authors purpose of your own 10
books! Try to find at least 2 books for each purpose,
mins
persuade, inform and entertain!
(The teacher will walk around and assist with questions
and monitor the students)
The formative assessment will be the worksheet that the studen
completed identifying the authors purpose by reading the short
passages. Students are expected to earn at least a 5/6 (83%) to
considered proficient.
To end the lesson, all the students gathered again on the
carpet and we shared what books we found that fit into
5 mi
the respective authors purpose PIE chart.
All of the students did very well on the worksheet that was give
to them. They underlined key words and phrases that helped th
decide the authors purpose for the passage.

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
Students with special needs could sit in
the front of the classroom and have a
higher-level student available to work
with them and answer questions.
Special needs students would also
receive more direct instruction from the
teacher.

Student/Small Group
Modifications/Accommodations:
This lesson could be completed in a small
group as well. Everything would be done th
same just on a smaller scale and an
opportunity for the teacher to be more one
one with the students.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart
Board slides, etc.) needed to implement the lesson at the end of the lesson plan.)
-Scissors, day book, pencil
References:
Reflection on lesson: This lesson was very beneficial to the students. They were engag
and very willing to participate and work. If I had to change one thing about the lesson
wish I had more time as I was unable to spend as much time as I wanted to on certain
parts.