Lesson Plan Form

Candidate: Subject: English Grade Date: 4/8/18

Megan Cervantes Literacy level(s): 6th
Grade
Special
Education
Standard:
CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed
in the text.
I. DESCRIPTION OF CONTENT & CONTENT TYPE:
Students will be able to demonstrate their knowledge of the authors purpose for writing
a passage.

II. LEARNING OUTCOME (Objective):

Students will identify the five types of authors purpose by demonstrating knowledge of
vocabulary words associated with definitions.
Purpose: Students are learning the authors purpose to determine the type of writing the
author is trying to convey in a piece of literature. It is important because within every
piece of literature, the student should be able to understand and determine why the
author wrote their text.
Language Demands:
Students will learn/review the five main vocabulary words which are taught to
determine the author's purpose using the PIEED acronym: persuade, inform, entertain,
explain, or describe.

III. CURRICULUM CONNECTION:

An initial introduction to terms would be given to the students in previous lessons.
They will be introduced to each vocabulary term with definitions. They will be given
passages to practice determining the authors purpose.
After this lesson, the students will get to put their own writing into practice. The
students will take the place of an author and determine what type of passage they want
to write using the terms from the PIEED acronym. They will write their own passage
based on their decision.
IV. INSTRUCTION
A. ENGAGEMENT:
Ask the student what their favorite type/flavor of pie is.

B. INSTRUCTIONAL SEQUENCE: (adjust your number of steps as needed)

Step #1: Review of vocabulary terms and definitions

a. Teacher will review terms and definitions of Persuade, Inform, Entertain,
Explain, Describe
b. Students will explain to teacher their understanding of each definition/term

Step #2: Concentration Game Set-Up

a. Teacher will shuffle the cards and set them up in a 6X6 display- 36 cards
total
b. Cards consist of one of the five PIEED vocabulary terms, and a sentence
describing a type of authors purpose.
c. Ex. “a chapter from a fifth grade science textbook” would be written on one
card and the objective is to find the matching card that says INFORM

Step #3: Let the Games Begin

a. Teacher will observe and instruct throughout the game. Teacher will provide
assistance when needed.
b. First player will chose a card, flip it over and place back in its spot in a face-
up position
c. The student will read the passage stated on the card.
d. The student will then state which term, out of the PIEED acronym, will
match with the sentence.
e. The same student then turns over a second card
f. If the two cards match, the first player takes both cards. If the two cards do
not match, they turn both cards back over.
g. In a clockwise motion, each student will get a turn to repeat the previous
steps.
h. Take turns until all the cards have been matched. The student with the most
matches at the end of the game will be our winner.

C. APPLICATION ACTIVITY:
The concentration game demonstrates that the students are applying what they have
learned about authors purpose.

D. MATERIALS & RESOURCES:

- Worksheet with PIEED acronyms for initial review
- Concentration game pieces (36 cards)
V. ASSESSMENT STRATEGIES:

Formative:
Throughout the game I will observe and make sure that they are matching the correct
terms with the correct sentence. If students are struggling or give an incorrect answer, I
will have them reevaluate their answer.

Summative:
If the game proves to be successful then the students have shown that they have
mastered the standard. If necessary, an additional worksheet can be provided after the
main activity.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL

LEARNERS (Content, Instruction, Practice):
Visuals will be provided for emerging bilingual students for further description. Since
this class is a special education class, the lesson will be modified to meet their levels
and learning standards.
In order to modify for struggling students and high achievers, I will encourage the
students to help their classmates if they are struggling to find an answer.

VII. CLOSURE:
I will conclude the lesson by introducing the follow up activity that they will complete
with their teacher on a future day. They will create their own piece of writing that
demonstrates authors purpose. Each student will be able to determine what the purpose
of their story will demonstrate.
Thank teacher and students!