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

1. A.S.: Bell Work- Essential Questions (5 Minutes) 1. Prior Knowledge: Think back to the last year what are the four types of Author’s purpose? (Hint: one was express)  2. How can the Author’s purpose of a text be determined? 3. What is one type of record we use in Language Arts? 4. How can you organize your ideas effectively to assist your future writing?

2. Answer Time! 1. Express/Explain, Inform, Persuade, and Entertain. The four types of Authors purpose! 2. Ask these questions: -What does the author mean when he/she writes “____________________”? - Why did the author write this article? -What is the author’s purpose in writing this article? 3. Notes! 4. Writers Notebook: use notes to help formulate an effective expository paper: End goal for Expository unit.

3. Agenda A.S.: Bell Work- Done! D.I.: PowerPoint presentation over Authors Purpose. Check for understanding: Partner work- Worksheet Closure activity: TOD I.P. Homework- practice formative assessment: Authors Purpose Worksheet.

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: • Inform • Persuade • Entertain • 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. Read Aloud: What is the Author’s Purpose based on the highlighted portions? D.I. : Think- “I Do” Fast food gets bad press these days, especially since it often contains too much fat, sodium and calories, but it brings much needed convenience to our stressful busy world. Fast food is easily found and varied. At any mall, for example, customers have many choices at the food court. To avoid too much fat or salt, they can choose healthier options: salads, turkey sandwiches and so on. Fast food is also inexpensive; most menu items offer a full meal for under ten dollars. It is easy to see why fast food is so popular these days—it is convenient and reduces our stress. So don’t be afraid to enjoy a fast food meal.

13. The author’s purpose is to persuade the reader that fast food is okay to eat. D.I. : Think- “I Do” Fast food gets bad press these days, especially since it often contains too much fat, sodium and calories, but it brings much needed convenience to our stressful busy world. Fast food is easily found and varied. At any mall, for example, customers have many choices at the food court. To avoid too much fat or salt, they can choose healthier options: salads, turkey sandwiches and so on. Fast food is also inexpensive; most menu items offer a full meal for under ten dollars. It is easy to see why fast food is so popular these days—it is convenient and reduces our stress. So don’t be afraid to enjoy a fast food meal.

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: The author’s purpose is to inform the reader about charter schools. How do we know? Look at the hook- Definition. Look at the examples: evidence/statistics Proven facts not trying to convince you of anything

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.