Week 10, Assignment 4: Lesson Plan on Author's Purpose

Candidate’s Name:  Henry Chiu

Grade Level: 5

Title of the lesson: Finding the Author’s Purpose

Length of the lesson: One, 40 minute class period

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) The central focus of this fifth grade lesson is write informative/explanatory texts to examine a topic and convey ideas and information clearly.  Also, this lesson will draw evidence from literary or informational texts to support analysis, reflection, and research.  These objectives align with CCSS.ELA-Literacy.W.5.2 and CCSS.ELA-Literacy.W.5.9.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Knowledge of previous classroom Text Talk Time discussion about the shared text and comprehending the author’s viewpoint including a definition of viewpoint. Understanding of literacy skills to quote accurately and draw inferences from a text. Ability to read and comprehend informational texts, including history/social studies, in the grades 4-5 text complexity band independently and proficiently.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.W.5.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. CCSS.ELA-LITERACY.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.5.9.B Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"").

Support literacy development through language (academic language) Write about a complex text Determine main idea of the text Support a topic with concrete details and information Draw evidence to support thinking and reflection about a text Quote accurately from the text

Learning objectives Students will develop writing skills to convey the author’s viewpoint of an expository text passage and support with evidence from the text to support their thinking.

Formal and informal assessment The accuracy, completeness and overall quality of the written responses of students will be used as the formal assessment of this lesson.  Additionally, the quality of responses if the small group discussion will add to the assessment of ELL students.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. 1. Teacher will review previous class discussion that defined “viewpoint” as an opinion or position and “author’s viewpoint” as how the author feels about a topic. 2. Through teacher-led class discussion, students will deepen their understanding with examples of their own viewpoints on relevant topics and/or author’s viewpoints of familiar texts. 3.  Teacher will provide instructions on completing the class assignment.  Teacher will distribute assignment that tasks students with writing responses that demonstrate their comprehension of the shared expository reading passage on Lewis and Clark. 4. Teacher will gather the ELL students to a large table with their assignment sheets and a pencil. 5. While the other students work independently, teacher will lead a small group discussion to reinforce understanding of author’s viewpoint and how to determine that from the text along with supporting evidence.  The small group will discuss ideas before collaborating with the teacher to write the first sentence to state the author’s viewpoint.  The teacher will provide support to these students as they attempt to complete the assignment independently. 6. When the students have been given ample time to complete the assignment, papers will be collected for review and grading.  Teacher will then lead a class discussion where students will share their answers to written prompts like “The author thinks exploring is _________” to demonstrate comprehension and “On page _____ it says _____” to demonstrate citing evidence from the text.   Accommodations: Instructions and assignment questions will be presented verbally and visually.  ELL students will be provided additional supports by the teacher through small group discussion.

Instructional resources and materials used to engage students in learning. Copies of expository text on Lewis and Clark for each student

Reflection This lesson provided whole class instruction that followed a previous discussion that defined key terms that will be expanded upon through students’ writing. Differentiated instruction for ELL students is provided through small group discussion and scaffolded assistance to complete the written assignment.  Engaging students in discussion prior to the writing exercise will help them form their ideas. This approach provides an effective learning environment that allows all students to demonstrate their proficiency in writing skills.