Author’s Purpose

Overview

In this lesson 8 of 25, students explore the author’s purpose and how it shapes narrative choices such as character, setting, tone and events. They practise articulating evidence-based interpretations and discuss impact on readers.

Learning intentions

• Students will use WALT to identify possible author purposes in the novel.
• Students will explain how purpose influences narrative features.
• Students will connect text evidence to the author’s intent and its impact on readers.
• Students will communicate a clear interpretation in spoken and written form.

Success criteria

• I can state a probable author’s purpose (for example to entertain, inform, challenge, or advocate) using my own words.
• I can identify at least two narrative choices that support my purpose claim.
• I can explain the impact of these choices on the reader’s understanding, feelings or values.
• I can use quotations or short paraphrases from the text accurately.

Curriculum links

• Developing reading comprehension by analysing how text structures and language choices create meaning.
• Responding to literature by discussing ideas, themes and author viewpoints with evidence.
• Using language features and strategies to present arguments clearly in oral and written formats.
• Refining grammar, punctuation and sentence structure to support clarity and coherence in responses.

Lesson structure (70 minutes)

1. 0–5 Introduce WALT and agenda Students read the WALT statement: “We are learning to identify an author’s purpose and explain how it shapes narrative.” Teacher outlines today’s goal: purpose → evidence → impact.

2. 5–15 Quick recap: what “purpose” looks like in stories Teacher prompts a short class discussion: Who might the author be trying to reach? What might they want the reader to think, feel or question? Students turn-and-talk, then share one idea each.

3. 15–25 Video input (learning-style catering) + listening notes Students watch a short video model (purpose/impact explanation). Provide a second, simpler video or audio-visual alternative for students who benefit from reduced language and clear visuals. Students record: Purpose (one phrase) and Evidence types (character change, conflict, imagery, narrator tone).

4. 25–40 Evidence hunt: annotate for narrative choices In pairs, students reread a selected passage from the novel (teacher-chosen for this stage of the unit). They highlight or note where the author’s intent may be visible. Teacher circulates with guiding questions:

• What is the author trying to make us notice?
• What does the narrator/author emphasise or repeat?
• How does the event or description shape what we think is important?

5. 40–55 Purpose-impact paragraph (modelled then independent) Teacher models a short paragraph structure on the board:

• Claim: Author purpose is…
• Evidence 1: “…” (or paraphrase)
• Explanation: This shows purpose because…
• Impact: This makes readers feel/think… Students draft their own paragraph. Teacher reminds them to link every evidence choice to impact.

6. 55–65 Share and feedback using sentence stems Students present their paragraph using stems:

• I think the author’s purpose is…
• The evidence I used shows…
• The impact on the reader is… Classmates give one “glow” (what worked) and one “grow” (what to strengthen) focusing on clarity of purpose and strength of evidence.

7. 65–70 Exit ticket: purpose in one sentence Students write one sentence: “The author’s purpose in this part of the novel is ___, because ___, which impacts the reader by ___.” Teacher collects to check misconceptions before the next lesson.

Resources

• Selected novel passage (short enough for close reading within the lesson)
• Copies of the passage for annotation (or printed pages for reading support)
• Highlighters/colour pencils or digital annotation tools
• Video player and two short clips (one for general explanation, one simplified)
• Purpose-impact paragraph template (claim, evidence, explanation, impact)
• Sentence-stem cards for speaking and feedback
• Exit ticket slips
• Audio option of the passage (teacher recording or text-to-speech if available)

Assessment

• Formative assessment through observation during the evidence hunt and teacher conferencing while drafting.
• Written assessment via the paragraph and exit ticket to evaluate purpose clarity and evidence-to-impact reasoning.
• Oral assessment through brief sharing using the sentence stems and peer feedback.

Differentiation

• Support: Provide a completed model paragraph with the evidence highlighted; offer a paragraph frame with word banks for purpose (entertain, warn, critique, persuade, reveal, challenge).
• Support (dyslexia-friendly): Offer an audio recording of the selected passage and allow use of fewer lines/shorter sections for annotation; provide large-font copies with generous spacing.
• Extension: Ask students to identify author technique (for example symbolism, recurring motifs, shifts in tone) and explain how it strengthens or complicates the purpose.
• EAL: Permit sentence stems with reduced choices; encourage students to use evidence from the text using short paraphrases plus one short quote; pre-teach key words (purpose, intent, impact, tone, emphasise) with student-friendly definitions.
• SEN: Reduce cognitive load by limiting the evidence requirement to two points (not three) and supplying a checklist for claim–evidence–impact.