Unit 8 Day 4 Authors Purpose
Unit 8 Day 4 Authors Purpose
5th
Reading Mini Lesson
Grade level(s)
Course/Subject
Observed Lesson
Central FOCUS:
Content Standard(s)
Content Learning
Objective(s)
Number the objectives
Strategies to be used
(research based)
Comprehension
yes, by
RL.5.2: Determine two or more ideas of a text and explain how they are supported by key
details; summarize the text
By the end of the lesson, students will be able to summarize a text in order to determine the
author's purpose.
Text to Text
Text to Self
Text to World
Think-pair-share
Prompting questions...
What is the authors purpose?
What does it mean to inform someone?
What does it mean to persuade someone?
What does an author do to entertain the audience?
What details support your answer?
ACADEMIC LANGUAGE Function: Synthesize- combine or integrate ideas to form a new whole
Language Supports:
Academic Vocabulary:
Evaluate - determine significance
Purpose - the reason for which something is done or created
Inform - give facts or information
Entertain - provide with amusement or enjoyment
Persuade - cause someone to believe something
Detail - an individual feature
Summarize - a brief statement of the main points
Content Vocabulary:
Single-celled organisms - organism that consists of only one
cell
Antibiotics - medicine
Resistant - to refrain or abstain from
Before
Informal
During
Informal
After
Formal
Accommodations
Students who have difficulty expressing their ideas in written
form will be allowed to orally state their Exit Card. These
students will be allowed to record their responses on the
iPad,
Modifications
Students who need support in reading at grade level texts will
be grouped and read the story aloud together with support
are sitting on the carpet where they can see they board and we will move students if they are
not. Students who are grouped together for reading the passage aloud will need to be
encouraged to try their best and to stay on task. A couple of classmates have been having a
hard time agreeing on topics, these students will be grouped with other students to avoid
unnecessary conflict.
Teacher Materials:
Tasha, Leah
Co-teaching
Strategy:
Students Materials:
BML Manual
Lesson Notes
Engagement activity example passages
Comprehension Anchor Poster4
Interactive Read Aloud Passage; Bacteria
Index card for student exit slip
Bacteria Comprehension Questions:
projected
X Alternative Teaching
Tasha
Alternate reading passages
Launch and Engage
Alternate Practice
Closing
Teacher B:
15mins
Launch
To engage and activate the students prior knowledge they will participate in a
movement sort activity. The three types of author purpose(inform, entertain,
and persuade) will be separately on each of the three white boards in the
classroom. Students will be read a series of passages and will be asked to
Ask students...
Lesson
Segments
25mins
Introduce and
Instruction
"Good job 5th graders! You did a great job identifying the authors purpose
within different passages! Today, we are going to take what we know about
identifying authors purpose and use that to help us summarize and answer
questions about a passage."
Ask students....
What does it mean to summarize a story?
Can we use the authors purpose to help us summarize a story?
Allow students to think-pair-share with elbow partner
Pull together to discuss
Have students silently grab their close reading books and return to the carpet
Students will read the passage, Bacteria, once to themselves and then the
passage will be read aloud the whole class using the interactive read aloud
passage.
ELL students will be pulled into a small group to read the passage aloud
together
Before students begin, identify and briefly discuss the content vocabulary.
Practice
"Open your books to page 114. Today, we are going to read a passage about
Bacteria. As you are reading, I want you to think about what the authors
purpose might be. Keep it to yourself, we will talk about it after we have read
through the passage twice. Before you get started, lets talk about a few
vocabulary words we will see as we are reading."
Frontload the terms; bacteria, single-celled organism, and antibiotic
Have students move around the room the read the passage independently
Once students are finished reading, have them sit on the carpet in front of the
large white board and bring a pencil and a pen
Once all of the student have returned to the carpet play the interactive real
Notes
5 mins
Closing/ Exit
card
Notes
"Good job 5th graders! You did and excellent job identifying authors purpose
and using it to help you answer questions about the passage. Now, we are
going to do one more thing that helps make us stronger readers! We know
what the passage is about and we know what the authors purpose is. We have
talked about evidence that helps us support the authors purpose and have
pointed it out in the text. The last thing I would like you to do today is to write
a 2-3 sentence summary about the passage on Bacteria we read today. I will
put the passage back up on the board to help you recall some of your
thoughts. You will write your summary on the backside of your index card that
has your question answers on it. Once you are finished you can turn it in on
the back table and read your independent books until it is time to line up. We
will discuss our summaries tomorrow at the beginning of class. Good work
today!
Walk around and check in with students to see that they are completing
the assessment and to answer questions they might have
REFLECTION:
After every lesson, take time to reflect on your teaching practice and student learning. Use specific examples of students work,
actions, or quotes to support your claims. Use your data evidence to back up your reflection/thoughts. Not subjective. Possible
questions you might use to guide your reflection:
1. What was working? What was not working? For whom? Why?
2. What missed opportunities for student learning are you aware of that happened?
3. If you could do it over, what might you have done to take advantage of missed opportunities to improve the learning of students
with diverse needs?
4. In your own classroom what would you teach next to build on this lesson?
5. How will your assessments guide your instruction in subsequent lessons?
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Elaboration
Engagement
Evaluation
Example
Explanation
Explicit Instruction
Exploration
Guided Practice
Guiding Questions
Hook
Independent Practice
Modeling what type?
Motivation
Pre-Assess
Purpose
Questions for Discussion
Scaffolding Questions
Strategies used
Student Reflection
Summative Assessment
Think Aloud
Extension
Feedback
Presentation
ZPD
Transition
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