Work Out Together
Lesson 9 of 10
Objective: SWBAT determine the author's point and identify reasons the author gives to support his or her point.
Common Core Connection
This standard asks the students to determine the author's point and the reasons the author gives to support the point. This provides a great opportunity to teach about using evidence in the text to support ideas, which is a shift in the CCSS. This also requires analysis by the students and a great deal of higher order thinking as they evaluate the author's point and reasons.
I selected to very complex text, The Many Benefits of Exercise and Exercise for Kids: Physical Activity for Toddles and Preschoolers, in order to expose my class to complex vocabulary and sentence structure. I scaffold this by reading the text to the class and directly telling them to underline specific words.
The class works with their partner and transitions often. I have a video on each strategy in the resources.
The students discuss the author's point that the authors in the past two lessons have taken regarding exercise. I am assessing what my students remember about the author's point.
Then I share the lesson plan and goal. We chant the goal three times: I can determine the author's point and reasons the author uses to support their point.
First, I explain the graphic organizer to my students. I read the text to my class three times to familiarize them to the text.
Next, I remind the students of the anchor chart. There is a list of ways to located the author's point: look at the title, bold words, or first sentence in the paragraph.
Then the students talk to their partner to determine the author's point. Somebody shares their ideas, and we have a class discussion to confirm the idea. Then we add what we agree upon to the graphic organizer.
We go through the same process to determine the two reasons that supports the author's point.
I read the next text to the class just to familiarize them with the vocabulary and content. Next, the students work with their partner to fill in the same graphic organizer as in the guided practice. I walk around and monitor. I stop to help students get started. My most frequent questions are: What is the author saying? What reasons do they use to support that point?
During the closing I try to assess the students learning from the lesson. So, today I ask them to talk to their partner about how they can determine the author's point. I listen, comment on their conversations, and refocus the class on the strategies on the anchor chart.
Last, we chant the lesson goal: I can determine the author's point and reasons the author uses to support their point. This just refocuses the class on the skill.