<p> Daily Lesson Plan</p><p>Subject: L.A. Lesson Focus: Author’s Purpose “Everybody wants a piece of the PIE!” Grade Level: 6 Teachers: Gwynne Unit No. 4 Quarter: 2nd Quarter Stage 1 - Desired Results Content Standard(s): 1.01, 1.03, 2.01 & 5.01 Areas of Interaction: MYP Unit Question:</p><p>Human Ingenuity  Who has style?</p><p>What students will know: What students will be able to:  How to identify the author’s purpose in  SWBAT determine what the author’s purpose literature. is—to persuade, inform, or entertain. </p><p>Stage 2 - Learning Activities (Instructional Block) Time Activity/Explanation/Best Selected Resources Practices (The “what” and “how”) 10 Minutes-Warm-up Find the term author’s purpose Textbook in the textbook and write the definition in daybook notes. 20 Minutes – Instructional Input Teacher introduces the concept Online Textbook, Author’s Purpose of author’s purpose to students Level Up Tutorial by viewing the Level Up Tutorial on author’s purpose. View the tutorial together, take notes, discuss, ask questions and summarize the main points. </p><p>The tutorial shows different examples of writing meant to persuade, inform, and entertain. Once students have a fairly good understanding of the different purposes it is time for them to apply the concept. 40 minutes guided/independent “Piece of the PIE activity…” PIE- Persuade, Inform and Entertain practice Hand out a paper plate to Piece of the Pie Writing Activity each student and show them the teacher-made example. They will divide the paper plate into three sections resembling a PIE. They will label each section a different type of Author’s Purpose. </p><p>As students divide their plates, pass out two or three animal crackers to each student. Have them choose their favorite animal (lion, giraffe, elephant etc). </p><p>Students will write a paragraph to persuade, inform, and entertain (in the corresponding section of their plate) their audience using the animal of their choice as Instructional Input: The author’s purpose helps him or her decide what kind of piece to write.</p><p>Reflection: Differentiation Student Teacher Input Critical Lesson Engagement Thinking Effectiveness Low High Low High Low High Low High Low High 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5</p>