ACES Regional Curriculum Consortium ELA Lesson Plan
Grade/Subject
Grade 2/Language Arts
Unit Title
Building Bridges
Lesson Title
Determining Author’s Purpose in Nonficton Texts
Overview of Lesson In this lesson, students will engage with a variety of informational texts to determine
the author’s purpose for writing the texts. Then, through a read aloud, the students will
identify the author’s purpose for writing Martin Luther King, Jr. and the March on
Washington.
Unit Essential Questions (and Corresponding Big Ideas)
Why do authors write?
Core Standards Addressed in this Lesson
Reading:
Foundations
Reading: Literacy
2.4
2.4a
Reading:
Informational
2.6
Writing Speaking & Listening
2.1
2.2
ISTE Standards Addressed in this Lesson
1|ELA Lesson Plan
Language
2.3
2.4
ACES Regional Curriculum Consortium ELA Lesson Plan
Learning Objectives (in student-friendly language)
Students will provide evidence from the texts that answer specific questions.
Students will participate in collaborative conversation with peers focusing on key details in the text.
Students will read and identify main idea and supporting details.
Lesson Focus Questions


“Why did the author write this text?”
“What is the author’s purpose for writing this text?”
Suggested Texts
Title
Author
BRIEF Synopsis
Genre
Lexile/
F&P
Young Martin Luther
King, Jr. – “I Have a
Dream”
Joanne Mattern
A simple biography of a great
black leader emphasizing his
dream of equal treatment for all
Americans.
Martin Luther King Jr.
and the March on
Washington
Francis E. Ruffin
This book tells of the words of a
Biography
very special leader, Martin Luther
King, Jr. This book captures the
spirit of this landmark day in
American history and brings Dr.
King's "I Have a Dream" speech to
vivid life for young children.
480
Friends, Again
Miriam Cohen
Friends come back to second
grade and reunite with their
friends from first grade.
590
Supplemental Materials and Resources
2|ELA Lesson Plan
Biography
Fiction
DRA
20/24
ACES Regional Curriculum Consortium ELA Lesson Plan






Copies of informational texts (recipes, sheet music, directions, instructions, etc.)
Multiple copies (if possible) of Martin Luther King, Jr. and the March on Washington
Student response journals
Chart paper
Markers
Smartboard (if possible)
Preparation Required (and suggested)


Pre-read the text.
Important Vocabulary: equally, slavery, protest, sit-ins, segregated, freedom, memorial, laws,
3|ELA Lesson Plan
ACES Regional Curriculum Consortium ELA Lesson Plan
judged
Anticipated Misconceptions for This Lesson
Students will identify details from the text and not make connections to the author’s purpose.
Students do not realize that a text may have more than one purpose.
Lesson Development
1.
2.
3.
4.
5.
6.
7.
8.
The teacher will gather students and review author’s purpose for fiction. Give/get
examples.
Explain that authors have a purpose for writing NF too. Provide students with short
examples of texts such as a recipe, driving directions, instructions, sheet music, a
map, etc. and ask students “Why did the author write this text?”
With a partner students will discuss the AP for their sample text.
Think/Pair/share responses.
Today we are going to read_________________. Together, we’ll identify the author’s
purpose for writing.
Introduce the book Martin Luther King, Jr. and the March on Washington. Review
important vocabulary that was determined in preparation for the lesson.
Read the book aloud to the students. Brainstorm what students think is the author’s
purpose. Record answers on a chart.
Journal response: students will respond to the question “What is the author’s
purpose for writing this text?” and give at least one example from the text that makes
them think that.
4|ELA Lesson Plan
Annotation
ACES Regional Curriculum Consortium ELA Lesson Plan
Formative Assessment Processes/Practices


Observations from whole group class discussion
Journal Entry: What is the author’s purpose for writing the text?
5|ELA Lesson Plan
Annotation