Author’s Purpose

Overview

In this 30-minute session, students will explore various non-fiction texts to identify and understand an author's purpose—whether to inform, persuade, or entertain. This lesson will connect to the Ontario Curriculum expectations for Grade 6 English Language Arts (ELA), focusing on reading comprehension, critical thinking, and communication.

---

Curriculum Connections

Ontario Curriculum, Grade 6 – Language (The Ontario Curriculum, Grades 1–8: Language, 2006, revised 2023)

• Reading: 1.1 Reading for Meaning
  • 1.1.1 Determine, identify, and explain the stated or implied main ideas and supporting details in texts.
  • 1.1.3 Identify the author's purpose (to inform, entertain, persuade) and describe how this influences presentation of information.
• Media Literacy: 1.4 Understanding Form and Style
  • 1.4.1 Explain how the form of a text determines its meaning and the author’s purpose.
• Oral Communication: 2.1 Listening to Understand
  • 2.1.1 Demonstrate understanding of oral texts by identifying the main idea and relevant supporting details.

---

Learning Goals (I can...)

• I can explain the author’s purpose in different non-fiction texts.
• I can identify clues that tell me why the author wrote the text.
• I can discuss how understanding an author’s purpose helps me better understand the text.

---

Success Criteria

• I can name the three main purposes authors write for: to inform, persuade, or entertain.
• I can find and highlight clues in a text that show the author's purpose.
• I can share my ideas clearly during class discussions and explain how the author’s purpose influenced the text.

---

Materials

• Printed non-fiction excerpts (2-3 short paragraphs), dyslexia-friendly fonts used (e.g. OpenDyslexic or Arial, 14-16 pt)
• Highlighters or colored pencils
• Author’s Purpose anchor chart (with examples of Inform, Persuade, Entertain)
• Whiteboard and markers
• Individual whiteboards or paper and pencils
• Visual timer (to support attention spans)

---

Lesson Breakdown

1. Engage (5 minutes)

• Begin with a brief whole-class brainstorm: "Why do authors write?"
• Introduce the three main purposes: to inform, persuade, entertain.
• Display the anchor chart with examples.
• Use “I can…” statements on the board.

2. Explore (10 minutes)

• Distribute 2-3 age-appropriate non-fiction text excerpts (topics related to science, history, or current events).
• In pairs or small groups (including community class students supported by a teaching assistant), students read the texts aloud.
• Students highlight key words or phrases that suggest the author's purpose (e.g., facts = inform; opinion or call to action = persuade).
• For students with IEPs or reading difficulties:
  • Pair with a peer buddy or adult support.
  • Use dyslexia-friendly text.
  • Provide audio versions or read aloud options.
• For students with ADHD:
  • Use shorter excerpts and provide fidget tools to help focus.
  • Set a visual timer so students know how long to focus.

3. Explain (7 minutes)

• Regroup to discuss the texts.
• Ask guided questions:
  • “What details or words helped you decide the author’s purpose?”
  • “How does knowing the author’s purpose change the way we understand the text?”
• Encourage students to give examples from their excerpt.
• Write key points on the board for reinforcement.

4. Elaborate (5 minutes)

• Have students write one sentence on their whiteboards:
  • “The author’s purpose in this text is to ___ because ___.”
• Volunteers share their sentences with the class.
• Extension for advanced learners: Write a short paragraph recommending the text to a friend, explaining the author’s purpose and why it’s useful or interesting.

5. Evaluate (3 minutes)

• Quick exit ticket: On a sticky note or in their notebook, students write one thing they learned about author’s purpose.
• Collect notes as an informal formative assessment.

---

Differentiation Strategies

Learner Profile	Strategies
Students with Autism & Behaviour	Provide clear routines, quiet workspace, and visual timers. Support with one-on-one aide.
Students with IEPs (reading at Grade 3-4)	Use simplified text, audio support, buddy reading, chunk text. Provide sentence starters.
Students with ADHD	Use short tasks, sensory tools, frequent breaks, and visual timers. Keep instructions clear and concise.
Low motivated students	Use high-interest texts; allow choice where possible. Interactive group work to increase engagement.
Advanced learners	Deepen analysis with beyond-the-text questions and higher order thinking tasks like justifying opinions in writing.

---

Extension Activities

• Create Your Own Text: Students compose a short non-fiction piece with a clear purpose (inform, persuade, or entertain). Share with a partner and guess the purpose.
• Author’s Purpose Detective: Use the school library or online sources with teacher supervision to find real-world examples of different author purposes. Present findings graphically (e.g., mind maps).

---

Reflection for Teacher

• Did students successfully identify author purpose using text clues?
• Were all learners engaged and adequately supported?
• Which strategies worked best for attention and comprehension?
• Plan to revisit and build on author intent with more complex texts in upcoming lessons.

---

This lesson plan encourages critical thinking, varied group interaction, and scaffolded support, aligned closely with Ontario’s Language curriculum expectations for Grade 6. It integrates inclusive practices and provides opportunities for all learners to succeed and feel valued.