Lesson: Author's Purpose II
Objective: Students will be able to articulate the author's purpose in a non-fiction text and provide evidence for why the author is writing the text.
Do Now (5-7 minutes): What are some alternatives you can think of to eating fast food? Use complete sentences to answer this question.
Opening (5 minutes): Throughout this book we have read a whole bunch of information about the fast food industry; some of it we could stomach, other things made us want to run to the bathroom and throw up. There is a reason the author writes this way.
In the beginning of the book, we came to the conclusion that the author’s purpose for writing this book was to inform us about the fast food industry. He offered a whole bunch of information concerning the French fries, meat, cooking/flavoring processes, etc.
As we read the last bit of this book, we will see that his purpose changes somewhat.
Direct Instruction (I DO): Define vocabulary words for students: exploit, sustainable [eating habits]. Read pg. 253-258 with the class (popcorn read, teacher read, choral read).
“As we were reading I noticed something really interesting, even after just reading the heading: “Changing the world” and as a good reader, I had to ask myself “how is the world going to change?”. As I read on, the author gave us a lot of suggestions as to how this was going to happen. He is INFORMING me how this change can occur.
As I read on, I noticed the words “Nobody is forced to buy fast food. The first step toward real change is by far the easiest. Stop buying it.”
· Right there his purpose changed. The author is no longer giving me information, he is trying to get me, as a consumer of fast food to stop buying it.
· Another word for this is called “PERSUATION”. This is another reason why an author writes non-fiction.
o To INFORM and
o To PERSUADE
· In this book, the author is doing both.
o Why would he give us all that disgusting and disturbing information and then try and persuade us? Think about it.
· Persuade is another word for convincing.
· When we want to convince someone to do something, we have to provide evidence as to why they should do it.
· For example: When I was little my younger sister loved to pick her nose, and knowing that picking your nose was not the best thing to do, my parents and I would try to persuade her to not pick her nose.
o “You are going to pick your brain out of your head”
o “You will get your finger stuck up there”
o “You are going to spread germs and get others sick”
o “You look really gross doing that!
· We were giving her evidence as to why she should stop.
· Another example from my personal life:
· I like to eat fruit: A LOT: especially watermelon and cherries.
· I would always swallow the cheery pits and watermelon seeds when I was little (and sometimes still do).
o My grandmother would always try to convince or persuade me not to swallow the needs by saying
§ They would make me sick
§ “You are going to grow a watermelon or cherry tree in your stomach”
o She was providing evidence or reasons why I should stop.
Let’s take a look in our text and try and come up with the authors evidence or reasons that we should stop buying/eating fast/junk food.
Guided Practice (WE DO):
· Using pgs. 253-258 have students complete the Author’s Purpose Sheet (see attached file)
· Start students off in whole group.
· Students can work together on this in groups of two or three.
· Teacher should circulate and pull small groups if students are struggling.
Independent Practice (YOU DO):
You are trying to persuade your friend to do something with you instead of doing something else. How are you going to convince/persuade them to do it? Write them an email:
· Describing the activity
· Providing evidence as to why it is better than what they are doing.
· Be creative.
Homework: Students will read “Your Way” pgs. 234-258 and answer the question(s) associated with the chapter (see attached file).
|Lesson 17 Authors Purpose Classwork Classwork||
|Lesson 17 CHEW ON THIS hmwk Homework||