Mini-Lesson Planning for Author’s Purpose
Benchmark(s)/Standard(s)
What is the next benchmark(s) on my course timeline or FCIM calendar?
LA.3.1.7.2; LA.4.1.7.2; LA.5.1.7.2
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The student will identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how
an author’s perspective influences text).
Definition
Author’s Purpose is the reason why the text was written.
There are three main purposes to an author’s passage.
TO:
1. Persuade
2. Inform
3. Entertain
Author’s Purpose: To Persuade
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It’s the author’s goal to persuade the reader to agree with the author’s opinion.
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Even though the author shares his opinion, he may provide facts or examples to support the
opinion.
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Examples: advertisements, commercials, newspaper editorials, etc.
Author's Purpose: To Inform
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It’s the author’s goal to enlighten the reader with topics that are usually real or contain facts.
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Facts are used to teach, not to persuade.
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Examples: textbooks, cookbooks, newspapers, encyclopedias, etc.
Author’s Purpose: To Entertain
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It is the author’s goal to tell a story or describe real or imaginary characters, places, and events
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Examples: poems, stories, plays, comic strips, etc.
Essential Question(s):
How can the reader use the text features to determine why the test was written? How
can we use inductive reasoning to determine the author’s purpose? How do readers identify the author’s purpose in a
text?
FCAT Stem Questions
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What does the author mean when he/she writes “____________________”?
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Why did the author write this article?
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What is the author’s purpose in writing this article?
Materials/Resources:
What do I have or need to have in order to teach the lesson objective(s)?
Teacher: Picture book or completed class novel; chart paper, overhead (LCD projector or doc camera),
t
ext samples, graphic organizer templates (students can also draw these on paper)
Student: Paper, pencil
Lesson Agenda:
How will I deliver this lesson to help my students answer the essential question(s)?
FCIM Mini-Lesson: Sequencing
Day One: Explicit Instruction (10 min)
Day Two: Modeled Instruction (15 min)
Day Three: Guided Practice (15 min)
Day Four: Independent Practice (10 min)
Day Five: Mini-Assessment (10 min) & Review Student Responses
Special Note: Day One could be Explicit and Modeled Instruction; Days Two and Three could be Guided
Instruction; Day Four could be Independent Practice. This depends upon your Instructional Focus
Calendar.