Have each student partner with a student who chose a different author’s purpose, then ask each to discuss the reasons for their choice. Using a modified Sticky Bars strategy, have students choose a sticky note from the column that they feel matches the author's purpose for "The True Story of the Three Little Pigs." Invite students to write the reason they think the story fits that purpose on the sticky note. Label one column Persuade (P), one column Inform (I), and one column Entertain (E). Make three columns of sticky notes for the students to choose from. If you don't have a copy of the book, or can't find one in your school library, a video version can be found here (full URL listed in the Resources section below). Now, read “The True Story of the Three Little Pigs" by Jon Scieszka. This document will help you with the level of understanding your students should have when they complete this lesson, based on their grade level. To help lead your discussion with students, check out the learning progression for author's purpose provided in the Oklahoma Educational Frameworks. Teacher's Note: Assessing Comprehension Goals Ask students: " What was the purpose of each of these readings?" Add students' responses to the chart. Consider each of the readings, the "All About Pigs" article, the "Top Five Reasons to NOT Eat Bacon" list, and the "The Three Little Pigs" story. Author's Purpose Anchor Chart-PIE (Persuade, Inform, Entertain)Īfter identifying the different author's purposes using the PIE (persuade, inform, entertain) acronym, ask students to add comments and observations from the previous activities to the Anchor Chart. As a class, discuss and connect students' work from the Engage and Explore phase to the Anchor Chart. Using a whiteboard, tablet paper, or chalkboard, introduce an Anchor Chart strategy (see example below) to illustrate the three types of author's purpose demonstrated in each of the writings that students read.
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