1. A.S.: Bell Work- Essential Questions (5 Minutes)

2. Answer Time!

3. Agenda

4. Author’s Purpose 8th Grade Language Arts

5. Learning Objectives-“Big Ideas” of today’s lesson:  Big Picture: Unit Plan Objective: I can write a well organized expository report with: a. A focused topic b. Appropriate facts and relevant details c. A logical sequence d. A concluding statement e. A list of sources used  Sub-Objective: I can identify the author’s purpose for writing expository text.

6. Author’s Purpose Notes  Authors have many reasons for writing, but most of them fall into one of the following categories: 1. Inform 2. Persuade 3. Entertain 4. Express

7. Pause!  Edit notes! THE CORNELL WAY!  Add ? Marks next to confusing parts of your notes.  Write questions in the question column  Write your summary if you are at the end of your page.

8. Writing to Inform- Vocabulary Break Down: Explain Describe Give facts Teach or instruct  Real life text examples you see every day include: news stories, magazine articles, textbooks, instructions

9. Writing to Persuade- Vocabulary Break Down: Convince the reader of something Change the reader’s point of view Warn of an impending danger Encourage the reader to take action  Real life text examples you see every day include: editorials, letters to the editor, movie or book reviews

10. Writing to Entertain- Vocabulary Break Down: Amuse or frighten with a story Dramatize an event  Real life text examples you see everyday include: all types of literature, television and movie scripts

11. Writing to Express- Vocabulary Break Down: Pour out thoughts and feelings onto paper  Real life text examples you see everyday include: diaries/journals, poetry, personal letters

12. D.I. : Think- “I Do” Read Aloud: What is the Author’s Purpose based on the highlighted portions?

13. D.I. : Think- “I Do” The author’s purpose is to persuade the reader that fast food is okay to eat.

14. Who could have written an article like this?  Name a company that you think could have written an article similar to our example that we just went over as a class.

15. McDonald's?  100% all natural white chicken breast?

16. G.P.: What is the Author’s Purpose? “We do”  A charter school is a school that is publicly funded but privately run. Since the first charter school opened its doors in Minnesota in 1992, the movement has multiplied at a dizzying pace. Today half a million students attend more than 2,000 such schools in 35 states. And that number is sure to swell. The education bill approved by Congress last week gives students in low-performing schools the option, and the bus fare, to transfer to charter schools; schools that fail three years in a row could be shut down and reopened as charter schools.

17. Answer:

18. Same Subject, Different Purpose- Aligned Timed Activity “You Do” -Determine the author’s purpose. -To inform? -To persuade? -To entertain? -To express?  Think about how the language of each paragraph reveals the author’s purpose

19. Look at Worksheet  Follow along as the teacher reads the directions aloud.  A + B: Shoulder Partner  Partner A= Student with the longest hair

20. Teacher–Student Model for timed activity  Noise Level 1-Model  5 minutes for each paragraph. ( 1:30 to read, 1 to discuss and underline, 2:30 to write).  No off-task talking  Off task talking example  Questions?

21. Paragraph 1  Partner A (longest hair)- Reads the paragraph aloud.  Slide paper to Partner B  Partner B- Underlines key points in the passage and Determines what the Authors purpose is, filling in the blank provided.  Partner A & B Justify their answer, using evidence from the paragraph, in 2 complete sentences.

22. Paragraph 2  Partner B (Shortest hair)- Reads the paragraph aloud.  Slide paper to Partner A  Partner A- Underlines key points in the passage and Determines what the Authors purpose is, filling in the blank provided.  Partner A & B Justify their answer, using evidence from the paragraph, in 2 complete sentences.

23. Paragraph 3  Partner A (longest hair)- Reads the paragraph aloud.  Slide paper to Partner B  Partner B- Underlines key points in the passage and Determines what the Authors purpose is, filling in the blank provided.  Partner A & B Justify their answer, using evidence from the paragraph, in 2 complete sentences.

24. Paragraph 4  Partner B (Shortest hair)- Reads the paragraph aloud.  Slide paper to Partner A  Partner A- Underlines key points in the passage and Determines what the Authors purpose is, filling in the blank provided.  Partner A & B Justify their answer, using evidence from the paragraph, in 2 complete sentences.

25. Informal Assessment: Check For Understanding  Prepare for randomized selection of partner representatives (Hand Sensor Time!!!)  Representative model  Representatives Share one answer and the justification that follows for a paragraph that has not already been shared.

26. Spiders- Paragraph # 1  Inform  Give me a thumbs up if your group guessed right!

27. Spiders Paragraph # 2  Express  Give me a thumbs up if your group guessed right!

28. Spiders- Paragraph # 3  Entertain  Give me a thumbs up if your group guessed right!

29. Spiders Paragraph # 4  Persuade  Give me a thumbs up if your group guessed right!

30. I.P.: Home Work- Worksheet  Start home work in class Ms. Z is going to be walking around to Check # 1 before you leave today!

31. Closure: Ticket Out the Door  Summarize today’s learning in 2 Complete sentences.  Write one question you still have about today’s lesson over Authors Purpose.