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Teacher: Makayla Triplett Subject Area: Reading/Writing

Grade Level: 1st Length of Lesson: 40mins over the span of 2 days

Desired Results
Indiana Academic Standard(s)
1.ML.1 Recognize the role of the media in informing, persuading, entertaining, or
transmitting culture

Enduring Understandings Essential Question(s)


Students will differentiate between What is the authors purpose for writing a
media that persuades, informs, and story? Does the author intend to persuade,
entertains by using clues from the text inform or entertain? How do you know?
and basic knowledge of what each
means.

Knowledge and Skill Objectives


Students will distinguish between informative, persuasive and entertaining story
passages and explain how they know it was the authors purpose by giving examples.

Assessment Evidence

After reading a passage, students will indicate what the authors purpose is by holding up the
correct letter that corresponds with the persuade, inform, and entertain, then be able to give
examples why they know this to be true.

Learning Plan
Learning Activities
Students will be taught what each purpose means; persuade, inform, and entertain. Traits of
each purpose will be identified in a passage and would be explained. After discussing each
purpose, the class will the get the opportunity to hear a passage and decide what the authors
purpose is. Each child will hold up their corresponding pie (acronym for persuade, inform, and
entertain) to indicate what the purpose is. Students will then be asked to explain to the class
why they think that is the purpose of the passage.

Resources and Materials

Sticks with a piece of pie and a letter written on them will be passed out to each student. Each
students will receive one stick with a P, one with an I, and one with an E. Each letter
represents one of the three authors purpose; persuade, inform, entertain.
A large pie will be used on the front board to help identify which purpose is being used on a
passage.
Flyers with a description of each purpose; persuade, inform, and entertain, will be displayed on
the board for students to refer back to.

Required Accommodations/Modifications
No accommodations necessary.
Name_____Makayla Triplett_______________________ Date__11/8/17_____ Period_6_

Lesson Plan Evaluation & Teaching Reflection

Was the content worth knowing? Support your response.


Yes because knowing what the authors purpose of a story helps students understand why the
author is writing and it helps the student narrow their own writing.

Describe how the activity was developmentally appropriate.


The activity was developmentally appropriate because it was not extensive. The students were
given a brief understanding of what it means to persuade, inform, and entertain enough so that
they can identify the authors purpose. The activity was engaging and allowed for students to
voice their opinion.

Give an example of how you know the activity was interesting to the children.
The students thought the pie slices were fun and exciting. Every student participated in raising
the stick that they thought went with the passage. They all listened and were able to explain their
reasoning very well.

Describe how the activity included opportunities for the children to test their knowledge.
The children were able to raise which stick they thought represented the authors purpose and
provide examples and explain why they thought it was that purpose.

Describe a follow up activity that would build on concepts you have presented.
When the students are working their own writing, the students could be asked to identify what
the purpose of their own writing is. Are they trying to persuade their reader, entertain their reader,
or inform their reader. We could also ask them to write with a specific purpose. I believe this would
be beneficial because it would prepare them for writing prompts in standardized test.

What behavior(s) did you observe while presenting the activity? What do you think caused the
behavior(s)?
A few students were having trouble focusing and were talking or disrupting others. These
students of have this behavior so I was not unaccustomed to it. They had been in trouble earlier in
the day for disrespecting the teacher by continuing to talk while she was talking so I think it was an
off day. Mrs. Sizemore pulled them aside and sat with them while I taught my lesson so they
would not be a distraction.

How did you involve the children in the closure of the activity?
We ran short on time because we had forgotten that there was a convocation that day, but we
worked on the lesson more on Thursday. I allowed the students to keep their pies so that when
they read or write, they will remember how to determine what the authors purpose is.

Describe what changes you would make and what you would keep the same if you presented the
activity again.
After my lesson I asked Mrs. Sizemore how I did. She said the purpose will come across to the
students better if I read in a way that reflects the purpose. I needed to read with more inflection. I
went through the passages that night to prepare for more practice the next day. I choose more obvious
examples and practice reading them. I think the use of the pie sticks was a very good idea because it
made each student able to participate in the group in a small way.

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