Tennessee Tech University
LESSON PLAN 1
Name: Katie Mattie
Date: January 22, 2013
Lesson Title: Author’s Purpose
Estimated Duration: 45-60 minutes
Where in the Unit does this lesson occur?
Grade/Level: 3rd
Number of Students: 21
Structure(s) of grouping for the lesson:
(Check One) __Beginning __Middle ___End
(Check any that apply)
Whole Class
_____
Small Group _____
One-to-one
_____
Other (specify) ______
Curriculum Standards
Central Focus Question/Big Idea/Goal
Rationale/Theoretical Reasoning
Standard 0301.8.5 Literature: Identify author’s
purpose.
Goal: The students’ will recognize and comprehend
the different types of author’s purpose.
Big Idea: The students’ will distinguish between the
types of author’s purpose for selected reading
passage.
Central Focus Questions:
1. What is author’s purpose?
2. What are the different types of author’s
purpose?
3. What key elements can help you determine
what the author’s purpose is?
Rationale: The assessments both
formal and informal), technology
integration tools, differentiated
strategies, motivator, and
instructional procedures support the
pedagogy of this lesson. The learning
tasks, which explain, in detail, the
procedures the teacher will take to
certify that the objectives for the
lesson have been met, support the
methodology of this lesson. Based
upon my observations, the students’
seem to respond well to technology
interaction before assigning them
work. The teacher will provide
assistance, where needed, while the
students’ complete the worksheets.
The teacher will provide more
instruction and examples to build
their comprehension. All these
strategies will give these students’
the extra assistance they need to
work independently with no
assistance and increase their
comprehension of the concept.
Theoretical Reasoning: Based upon
Tomlinson’s theory of
differentiated instruction, my
instructional approaches will be
adapted to meet the needs of the
individual and diverse students’ in
the classroom by providing one-toone assistance for any students who
need help with the worksheets.
Through engaged learning, the
students’ will be involved in
activities that promote active
cognitive processes such as creating
and evaluating (Greg Kearsley &
Ben Schneiderman). The students’
are engaged in small groups and
whole class where they will interact
with their peers to evaluate the
author’s purpose for selected
passages and to create their own
author’s purpose passage. By
integrating technology, the
students’ will assess, evaluate, and
analyze information in order to
represent their knowledge and
communicate with their peers and
teacher (Scheffler and Logan
(1999)). The teacher will integrate
technology through the use of an
online Identifying the Author’s
Purpose lesson and practice. By
Lesson Objective(s)
1.
2.
3.
The students’ will be able to define author’s purpose.
The students’ will be able to distinguish between the types of author’s purpose.
The students’ will be able to point out key elements from a text to determine author’s purpose.
Vocabulary/ Academic Language (Language Function)
The language function is identifying author’s purpose. The language is supported through the use of printed
and auditory materials, visuals, examples, and online resources. The language is used within the use of
discussion, worksheets, instruction, practice, visuals, and group work. The language is also supported through
the use of an “I Can” statement which will be posted on the whiteboard and will be discussed at the beginning
of the lesson.
Assessment/Evaluation
Formative (Informal): The teacher will monitor students’ progress by circulating the classroom to provide
feedback and answer questions. The teacher will use the Identify the Author’s Purpose online lesson and
practice to pre-assess and activate the students’ prior knowledge. The students’ will complete an After-Work
Reflection Form to reflect back on their participation, strengths and weaknesses, the assignment, and think
about how to better succeed for future references.
Summative (Formal): The students’ will complete two sets of worksheets: Writing With More Than One
Purpose worksheet and Worksheet 1 and 2, front to back. Writing With More Than One Purpose worksheet
will be used for the students’ to practice identifying key elements in a paragraph to determine the author’s
purpose. Worksheet 1 and 2 will be used for extra practice in using the students’ identifying key elements
skills to identify author’s purpose for six questions.
Instruction
Set/Motivator: The students’ will be pre-assessed using the Identifying the Author’s Purpose online lesson and
practice. The students’ will review author’s purpose and read teacher-selected passages to determine the
author’s purpose.
Instructional Procedures/Learning Tasks: The teacher will conduct a whole class activity called “Purpose Sort”
using teacher-selected passages. Three different author’s purpose will be placed on the board. The students’
and the teacher will read the passages and place them within their purpose category. The students’ will be
placed within their small groups (3 groups of 4; 2 groups of 5). By implementing the Alternate Writing
Technique, the students’ will create their own passage reflecting their choice of author’s purpose. The
students’ and teacher will read the student-created passages and place them within their correct purpose
category. After the activity is complete, the students’ will complete the two sets of worksheets for extra
practice.
Questions and/or activities for higher order thinking:
1. What key elements can help you determine what the author’s purpose is?
Closure: Once the students’ have completed both sets of worksheets, they will place them within their folders
and read silently while others finish.
Material/Resources:

Identifying Author’s Purpose online lesson and practice

Author’s Purpose Visuals (Labels for Sort activity)

Selected Passages for Purpose Sort Activity

Writing With More Than One Purpose Worksheet

Worksheet 1 and 2 (front to back)

After-Work Reflection Form
Revised Spring 2011
Adaptations to Meet Individual Needs: The teacher will provide feedback and answer questions by
monitoring students’ progress. The teacher will provide one-to-one assistance to students’ who are struggling
with the worksheets.
Management/Safety Issues: There are no safety issues. There are two students’ who do not pay
attention well, listen to directions, or do their work. If these students’ decide to not do what is expected of
them, the teacher will conference with them individually about their behavior. Any misbehavior will be
reported by the students signing their name in the consequence book and stating the reason why they have to
sign the book. If the students’ get one check, ten minutes will be taken from their recess. If the students’ get
two checks, twenty minutes will be taken from their recess. If the students’ get three checks, parents are
contacted and no participation in Fantastic Friday.
Reflections/Future Modifications: The class learned how to identify author’s purpose and what the
different types of author’s purpose was. The class learned how to use key elements to determine the author’s
purpose and how to implement an author’s purpose within their group writing activity. My next steps for
instruction will be to revisit author’s purpose and the types of author’s purpose. I will also demonstrate to the
students’ how to write a story using author’s purpose. I learned that my students’ are hard workers and good
listeners. Some of my students’ informed me that my activities were enjoyable and that they wish they could
do more. A few students’ wished that I would have provided them with harder material to work with. Other
student’s were disappointed in the worksheets because they felt they were too difficult. I learned that I have a
wide range of abilities within my classroom, but when I present material that is challenging my students’ will
step up to the plate in order to succeed.
preparing beforehand, actively
participating, and reflecting after,
the students’ will have the
opportunity to reflect on their self as
a learner and an individual
(Rowntree (1988)). The students’
will use the After-Work Reflection
Form to reflect back on their self as
a learner and adjust their
behavior/learning skills for future
references. By implementing the
Alternate Writing Technique, the
students will write for a specified
amount of time, during the Purpose
Sort Activity, with each person
alternately continuing the
development of a cohesive story line.
Each person’s contribution to the
story line must build upon their
prior information in the composition
in order to lead to the next event.
Categorizing is the process in
which ideas and objects are
differentiated and grouped into
categories. Categorizing reflects a
relationship between the subjects
and objects of knowledge. By
categorizing the reading passages
into different genres of author’s
purpose during the Purpose Sort
activity, the students’ will have a
deeper understanding of how to
recognize or what to use to create a
story reflecting their author’s
purpose.
Sources:
1. Karen DeRitter. (2001-2008). Identifying Author’s Purpose Lesson. http://www.studyzone.org/testprep/ela4/h/authorpur.cfm.
2. Lisa Webber, C. Johnson. (2008). Sock Puppets, A Firefighter’s Thanksgiving, Egg Fizz, The Need to Eat, Tigers: Claws and Jaws.
http://www.freereading.net/index.php?title=Passages_to_practice_advanced_phonics_skills%2C_fluency%2C_and_comprehension.
3. Marianne Tillman. (2003). Differentiated Instruction.
http://www.3villagecsd.k12.ny.us/Instructional_Technology/TchLrn/Differentinstructoverview.htm.
4. Mustafa Koc. (2005, May). Implications of Learning Theories for Effective Technology
Integration and Pre-service Teacher Training: A Critical Literature Review.
http://www.tused.org/internet/tused/archive/v2/i1/fulltext/tusedv2i1s1.pdf.
5. Greg Kearsley, Ben Schneiderman. (1999, April 4). Engagement Theory: A framework for technology-based teaching and learning.
http://home.sprynet.com/~gkearsley/engage.htm.
6. Rowntree. (1988). Unit Three: Reflection On and In The Work Place.
http://www.science.ulster.ac.uk/nursing/mentorship/docs/toolkits/Reflection.pdf.
7. (1999-2012). Writing With More Than One Purpose. http://www.teach-nology.com/worksheets/language_arts/authors/ap5.html.
8. Worksheet 1 and 2. http://viking.coe.uh.edu/~scstowe/quest_2/cuin3202_3112/learning_support.pdf.
9. Barbara J. Walker. (2005). Alternate Writing Approach. Techniques for Reading Instruction and Assessment.
Tennessee Tech University
LESSON PLAN 2
Revised Spring 2011
Name: Katie Mattie
Date: January 23, 2012
Lesson Title: Author’s Purpose
Estimated Duration: 60 minutes
Where in the Unit does this lesson occur?
Grade/Level:
Number of Students: 21
Structure(s) of grouping for the lesson:
(Check One) __Beginning __Middle ___End
(Check any that apply)
Whole Class
_____
Small Group _____
One-to-one
_____
Other (specify) ______(Individual)
Curriculum Standards
Central Focus Question/Big Idea/Goal
Rationale/Theoretical Reasoning
Standard 0301.8.5 Literature: Identify author’s
purpose.
Goal: The students’ will recognize and comprehend
the different types of author’s purpose.
Big Idea: The students will create a rough and final
draft reflecting their own author’s purpose for their
story.
Central Focus Questions:
1. What is author’s purpose?
2. What are the different types of author’s
purpose?
3. What key elements can help you determine
what the author’s purpose is?
4. What are the three main writing steps?
Rationale: The assessments (both
formal and informal), technology
integration tools, differentiated
strategies, motivator, and
instructional procedures support the
pedagogy of this lesson. The learning
tasks, which explains in detail the
procedures the teacher will take to
certify that the objectives for this
lesson have been met, supports the
methodology of this lesson. Based
upon my observations, the students
seem to respond well to technology
interaction before assigning them
work. The teacher will provide
assistance where needed while the
students’ brainstorm ideas with
their partner and while they work
individually on their written
assignment. The teacher will display
teacher-made examples to aid in the
brainstorming process. All these
strategies will give these students’
the extra assistance they need to
work independently with no
assistance and increase their
comprehension of the concept.
Theoretical Reasoning: Based upon
Tomlinson’s theory of
differentiated instruction, my
instructional approaches will be
adapted to meet the needs of the
individual students’ by allowing use
in word processor to complete the
rough and final draft of the written
assignments and by providing
feedback and answering questions
during partner and individual work.
Through engaged learning, the
students’ will brainstorm, with their
partner, ideas they have for their
author’s purpose story. Through this
one-to-one interaction, the students’
will use their cognitive processes
such as creating and evaluating
(Greg Kearsley & Ben
Schneiderman). By integrating
technology, the students’ will
assess, evaluate, and analyze
information in order to present
knowledge and communicate with
peers and teacher (Schefflar and
Logan (1999)). The teacher will
integrate technology through the use
of an online Author’s Purpose online
practice quiz and interactive game.
The technique of concept mapping
was developed by John Novak in
1972 as a means of representing the
emerging science knowledge of
Lesson Objective(s)
1.
2.
3.
4.
The students’ will be able to define the author’s purpose.
The students’ will be able to distinguish between the types of author’s purpose.
The students’ will be able to point out key elements from a text to determine the author’s purpose?
The students’ will be able to explain and apply the three writing stages within the given
assignment.
Vocabulary/ Academic Language (Language Function)
The language function is identifying author’s purpose. The language is supported through the use of printed
and auditory materials, visuals, examples, and online resources. The language is used within the use of
discussion, practice, visuals, partner brainstorming and the students’ author’s purpose stories. The language
is also supported through the use of “I Can” statements which will be posted on the whiteboard and will be
discussed and reviewed at the beginning of the lesson.
Assessment/Evaluation
Formative (Informal): The teacher will monitor students’ progress by circulating the classroom to provide
feedback and answer questions. The teacher will begin to assess the students’ prior knowledge with the preassessments (Author’s Purpose online quiz and interactive game). The students’ will complete an After-Work
Reflection Form to reflect back on their participation, strengths and weaknesses, the assignment, and think
about how to better succeed for future references.
Summative (Formal): Mastery will be defined as achieving 85% or above on the essay. The score for the essay
will be given based upon punctuation usage, paragraph indention, complete sentences and paragraphs, and
demonstration of author’s purpose.
Instruction
Set/Motivator: The students’ will be pre-assessed with an online practice quiz and interactive game. The
online practice quiz called Author’s Purpose will be used to quiz the students’ on their prior knowledge of
author’s purpose. There are three questions that contain a paragraph. At the end of the quiz, the questions
answered correctly and the passing score will be displayed. The Author’s Purpose Interactive Game is where
the students’ match the given inserts with the correct author’s purpose. At the end of the game, a positive
remark will be displayed for the students’ to see how well they succeeded.
Instructional Procedures/Learning Tasks: The students’ will be assigned a partner (boy to boy; girl to girl).
The students’ will brainstorm, with their partner, ideas for their story on which choice of author’s purpose
they would like to implement. The students’ will create their own concept web map where their topic for their
story represents the main idea. Their map should reflect an author’s purpose. The students’ will use their
time with their partner to brainstorm ideas to one another and offer suggestions for their story. This will help
the students’ prepare for the assignment and allow them to see if they are heading in the right direction for
the assignment. Independently, the students’ will begin the written assignment. They will use their map to
organize their thoughts and add detail to create their own author’s purpose story. The students’ are not
allowed to state what their author’s purpose is for their story. Once the students’ are finished, and if their
partner is finished, they will meet with their partner to peer edit. The students’ will check each other’s work
for to see if they did prewriting and writing for their assignment as part of their rough draft. The students’
will also check each other’s work for details, correct sentence and paragraph usage, punctuation usage, and to
see if they can determine their partners author’s purpose. Once the students’ are finished peer editing, the
teacher will edit their paper and look for the same items in their story as their partner did. The students’ will
complete their final drafts of the story for homework. Refer to the summative assessment for determining
mastery of this assignment.
Questions and/or activities for higher order thinking:
1. What key elements can help you determine what the author’s purpose is?
2. When you are brainstorming, what process of writing are you using?
Revised Spring 2011
3. When you are working on your story, what process of writing are you using?
4. When you are peer and/or teacher editing, what process of writing are you using?
Closure: Once all editing is complete, the teacher will explain to the students’ the following that must be
completed for their assignment: the concept web map; rough draft with peer and teacher comments; and final
draft.
Material/Resources:

Teacher model of concept web map

Online Author’s Purpose practice quiz

Online Author’s Purpose interactive game

After-Work Reflection Form
Sources:
1. Rbut8396. Author’ Purpose. http://www.quibblo.com/quiz/bGskOrN/Authors-Purpose.
2. Karen DeRitter. (2001-2011). Author’s Purpose.
http://www.studyzone.org/testprep/e3topic.cfm?TopicID=125.
3. Joseph D. Novak. The Origins of the Concept Mapping Tool and the Continuing Evolution of the
Tool. http://cmap.ihmc.us/publications/researchpapers/originsofconceptmappingtool.pdf.
4. Marianne Tillman. (2003). Differentiated Instruction.
http://www.3villagecsd.k12.ny.us/Instructional_Technology/TchLrn/Differentinstructoverview.htm.
5. Mustafa Koc. (2005, May). Implications of Learning Theories for Effective Technology
Integration and Pre-service Teacher Training: A Critical Literature Review.
http://www.tused.org/internet/tused/archive/v2/i1/fulltext/tusedv2i1s1.pdf.
6. Greg Kearsley, Ben Schneiderman. (1999, April 4). Engagement Theory: A framework for
technology-based teaching and learning. http://home.sprynet.com/~gkearsley/engage.htm.
7. Rowntree. (1988). Unit Three: Reflection On and In The Work Place.
http://www.science.ulster.ac.uk/nursing/mentorship/docs/toolkits/Reflection.pdf.
8. Barbara J. Walker. (2005). Story Writing Approach. Techniques for Reading Instruction and
Assessment.
Adaptations to Meet Individual Needs: One student has a writing disability. During the writing
process, the teacher will allow the student use in Word Processor or Word Pad to type out their rough and
final draft of their assignment.
Management/Safety Issues: There are no safety issues. There are two students who do not like to pay
attention, listen to directions, or do their work. If these students’ decide to not do what is expected of them,
the teacher will conference with them individually about their behavior. If they continue to misbehave, then
they will write their names in the consequence book. One check results in 10 minutes of their recess time. Two
checks results in 20 minutes of their recess time. Three checks results in no participation in Fantastic Friday.
students’. By applying the concept
web map during the brainstorming
process, the students’ will be able to
connect their prior knowledge with
their new knowledge. By
implementing the Story Writing
Approach, the students’ will be able
to produce a professional piece of
writing. Story writing includes three
stages: prewriting, writing, and
evaluating. By writing their own
stories, the students’ will increase
their awareness of story parts. By
preparing beforehand, actively
participating, and reflecting after,
the students’ will have the
opportunity to reflect on their self as
a learner and an individual
(Rowntree (1988)). The students’
will use the After-Work Reflection
Form to reflect back on their self
and adjust their behavior/learning
skills for future references.
Reflections/Future Modifications: The class learned how to identify author’s purpose and the types of
author’s purpose. The class learned how to implement an author’s purpose of their choosing within their own
story and brainstorming web. My next steps for instruction will be to test my students’ comprehension level of
the overall objective and standard. My students’ enjoyed being creative with their stories and being allowed
the opportunity to use the internet to research some ideas for their stories. A couple of the students’ struggled
with their stories, but performed well overall. My students’ were pleased with the opportunity I provided them
with by allowing them to be creative with their stories. I believe this increased their level of comprehension of
the concept because they became an author them self.
Tennessee Tech University
LESSON PLAN 3
Name: Katie Mattie
Date: January 24, 2013
Lesson Title: Author’s Purpose
Estimated Duration: 30 minutes
Where in the Unit does this lesson occur?
Grade/Level: 3rd
Number of Students: 21
Structure(s) of grouping for the lesson:
(Check One) __Beginning __Middle ___End
(Check any that apply)
Whole Class
_____
Small Group _____
One-to-one
_____
Revised Spring 2011
Other (specify) ______
Curriculum Standards
Central Focus Question/Big Idea/Goal
Rationale/Theoretical Reasoning
Standard 0301.8.5 Literature: Identify author’s
purpose.
Goal: The students’ will recognize and comprehend
the different types of author’s purpose.
Big Idea: The students’ will demonstrate their
understanding of author’s purpose through a
multiple choice exam.
Central Focus Questions:
1. What is author’s purpose?
2. What are the different types of author’s
purpose?
3. What key elements can help you determine
what the author’s purpose is?
Rationale: The assessments (both
formal and informal), technology
integration tools, differentiated
strategies, motivator, and
instructional procedures support the
pedagogy of this lesson. The learning
tasks, which explain in detail the
procedures the teacher will take to
certify that the objectives have been
met, support the methodology of this
lesson. Based upon my observations,
the students’ seem to respond well to
technology interaction before
assigning them work. The teacher
will provide assistance by answering
questions during the exam and extra
practice, but will not provide
answers. All these strategies will
give these students the extra
assistance then need to work
independently with no assistance
and increase their comprehension of
the concept.
Theoretical Reasoning: Based upon
Tomlinson’s theory of
differentiated instruction, my
instructional approaches will be
adapted to meet the individual
students’ needs by providing four
different level worksheets to
students’ who do not score 100% on
the exam, and by providing one-toone assistance to students’ who score
below 60% on the exam. The teacher
will not provide answers for
students’ who have to re-take the
exam due to a low percentage on the
exam. By preparing beforehand,
actively participating, and reflecting
after, the students’ will have the
opportunity to reflect on their self as
a learner and an individual
(Rowntree (1988)). The students’
will use the After-Work Reflection
Form to reflect back on their self
and adjust their behavior/learning
skills for future references.
Lesson Objective(s)
1.
2.
3.
The students’ will be able to define author’s purpose.
The students’ will be able to distinguish between the types of author’s purpose.
The students’ will be able to point out key elements from a text to determine the author’s purpose.
Vocabulary/ Academic Language (Language Function)
The language function is identifying author’s purpose. The language is supported through the use of printed
materials, visuals, examples, and exams. The language is used within the use of discussion, different levels of
practice, and the final exam which tests the students’ mastery of the concept. The language is also supported
through the use of “I Can” statements which will be posted on the whiteboard and be discussed and reviewed
at the beginning and end of the lesson.
Assessment/Evaluation
Formative (Informal): The teacher will monitor the students’ progress by circulating the classroom to provide
feedback and answer questions. The students’ will revisit the types of author’s purpose and how to identify
them through teacher-class discussion. The students’ will complete an After-Work Reflection Form to reflect
back on their participation, strengths and weaknesses, the assignment, and think about how to better succeed
for future references.
Summative (Formal): Mastery will be defined as achieving 100% on the multiple choice exam. There are 10
questions and each question is worth 10 points. The students’ who score 90% or below will be required to
complete an extra worksheet to allow for an opportunity to increase their score and for extra practice. Each
worksheet contains 3 questions that are worth 2 points each. This extra practice will allow an opportunity for
a 6 point increase on their scores. The students’ who score 90% will complete Version 1 Worksheet. The
students’ who score 80% will complete Version 2 Worksheet. The students’ who score 70% will complete
Version 3 Worksheet. The students’ who score 60% will complete Version 4 Worksheet. The students’ who
score below 60% will re-take the exam under teacher supervision. These different version worksheets for
author’s purpose require the students’ to provide constructed responses. The final grade will be related to the
Author’s Purpose Exam and the students’ author’s purpose stories. The written assignment (students’
author’s purpose stories) will be graded based upon punctuation usage, paragraph indention, complete
sentences and paragraphs, and demonstration of author’s purpose.
Instruction
Set/Motivator: The teacher will revisit the concept of author’s purpose and the types of author’s purpose to
prepare the students’ for the exam.
Instructional Procedures/Learning Tasks: The students’ will take a multiple choice exam (Author’s Purpose
Exam) that will demonstrate their comprehension of author’s purpose. In order to ensure success on this
exam, the students’ must score 100% (refer to the summative assessment).
Questions and/or activities for higher order thinking:
1. What key elements can help you determine what the author’s purpose is?
2. Aside from the types of author’s purpose previously discussed, what are some other types of author’s
purpose?
3. What are some ways to use the types of author’s purpose in the real world?
4. When have you ever used a type of author’s purpose?
Closure: The teacher will ask the students’ the central focus questions to transition the lesson to an end. The
teacher will ask the students’ what they learned from this unit. The teacher will ask the students’ how they
will apply their new and prior academic learning for future learning.
Material/Resources:

Author’s Purpose Multiple Choice Test

Author’s Purpose Version 1, 2, 3, and 4 Worksheet

After-Work Reflection Form
Sources:
1. Marianne Tillman. (2003). Differentiated Instruction.
http://www.3villagecsd.k12.ny.us/Instructional_Technology/TchLrn/Differentinstructoverview.htm.
2. Rowntree. (1988). Unit Three: Reflection On and In The Work Place.
http://www.science.ulster.ac.uk/nursing/mentorship/docs/toolkits/Reflection.pdf.
3. Determine the Author’s Purpose Intent Version 1, 2, 3, and 4. http://www.teachnology.com/worksheets/language_arts/authors/.
4. What’s the Author’s Purpose. http://www.teachnology.com/worksheets/language_arts/authors/ap4.html.
Adaptations to Meet Individual Needs: The students’ who score 90% on the test will complete
Version 1 Worksheet. The students’ who score 80% on the test will complete Version 2 Worksheet. The
Revised Spring 2011
students’ who score 70% on the test will complete Version 3 Worksheet. The students’ who score 60% on the
test will complete Version 4 Worksheet. The students’ who score below 60% will re-take the exam with teacher
guidance. The teacher will now provide answers to the test, but provide assistance so the student can
understand what the test is asking.
Management/Safety Issues: There are no safety issues. There are two students’ who do not pay
attention well, listen to directions, or do their work. If these students’ decide to not do what is expected of
them, the teacher will conference with them individually about their behavior. Any misbehavior will be
reported by the students signing their name in the consequence book and stating the reason why they have to
sign the book. If the students’ get one check, ten minutes will be taken from their recess. If the students’ get
two checks, twenty minutes will be taken from their recess. If the students’ get three checks, parents are
contacted and no participation in Fantastic Friday.
Reflections/Future Modifications: The class overall was successful with author’s purpose. I had no one
receive below 70%. Only one person was required to complete the third version of the author’s purpose
worksheet after taking the test. The class was able to successfully distinguish between the types of author’s
purpose. My next instructional steps would be to provide extra instruction and practice of the different types
of author’s purpose. My students’ are exceptional learners and will work hard when a challenge has been
presented to them. My students’ work well within different learning environments and with technology
integration at the beginning of a lesson. My students’ seemed pleased with my instruction. Some students’
requested more challenging material.
Revised Spring 2011