Success
From the desk of Hope…
Today I modeled a lesson on author’s purpose with a group of five students ( in a small group, guided reading format). The typical lesson I see on author’s purpose is at the knowledge level. For example, at the end of reading a selection, the teacher asks the students why they think the author wrote the piece and the students name (guess) either, to entertain, to persuade, or to inform. One of many acronyms are attached to this type of lesson – PIE.
The purpose for my model lesson today was to demonstrate for teachers how to “kick it up a notch”. I discussed the flow of writing with my group; first the author decides she has a purpose for writing and who the audience may be. Next, the author decides the type of text structure with which to use (poetry, narrative, list, chart etc). After that, the author creates a message by using details, facts or a plot. All of these elements of writing are vital in analyzing the author’s purpose.
I wrote my own piece of text for this lesson in which I tried to persuade my audience that motion sensing hand dryers are much more sanitary than the pull down paper towel machines. I gave many details to support my opinion such as wasting paper, the many germy users who touch the pull down handle, and a study by Dr. OZ in which he tested a handle on the pull down machine and it was more germy than a seat on the NY subway – GROSS!
My favorite part of this model lesson was the responses to the reflective question at the end of the lesson.
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Me: So what did you learn today that helped you as a reader? What did you learn that you can use every time you read or write?
Student 1: I learned that when I write, I should consider my purpose for writing.
Students 2: I learned that when I am reading, I should think about why the author wrote the text.
Silence
Me: Think really hard. I want to hear from each one of you because this is important. What did you learn in our lesson today about author’s purpose that will help you every day as you read and write? If this was important enough to practice then it should help us when we leave the table and go start our work as readers and writers.
Silence
Student 3: It really helped me think and understand what I was reading. I usually write things down so I can remember but the way we thought about this text I could remember what I read.
Student 4: I have a question. If you only have motion sensing paper towel machines in bathrooms. What happens if you need to blow your nose?
Me: That is a great question. It sounds like you are learning how to ask questions as you read and that is really important, especially if someone is trying to persuade you.
Student 5: I started thinking about all the things I have written recently and why I wrote them. I have really never thought about that before. I usually just write what someone tells me to write.
SUCCESS!