Author's Purpose | Review Lesson
Students review the concept of author’s purpose by identifying whether an author writes to persuade, inform, or entertain. In this physical education lesson, students use movement-based games, partner tasks, and team challenges to practice recognizing purpose in short texts, scenarios, and media examples. The lesson is designed as an active review for advanced Grade 6 students.
| Term | Definition |
|---|---|
| Author’s purpose | The reason an author writes a text. |
| Persuade | To try to convince the reader to believe or do something. |
| Inform | To teach or explain facts or information. |
| Entertain | To amuse, engage, or interest the reader. |
| Evidence | Details from a text that support an answer. |
Lead students in dynamic stretches and a quick movement warm-up. Ask brief oral review questions about author’s purpose while students move to designated corners for persuade, inform, or entertain.
Participate in warm-up movements and move to the corner that matches each prompt. Explain choices using one short reason.
Review the three purposes with examples. Model how to look for signal words, tone, and details that reveal purpose. Demonstrate with one short excerpt and think aloud.
Listen, take notes, and respond to teacher questions. Identify clues that help determine purpose.
Set up 3 to 4 stations with short excerpts, posters, or scenario cards. At each station, students read, discuss, and complete a quick movement task when they answer correctly, such as 5 jumping jacks for inform or 5 high knees for persuade.
Rotate in groups, read each card, determine the purpose, and complete the assigned movement challenge. Record answers and evidence.
Organize teams for a relay. One student at a time runs to pick up a card, returns, and the team discusses the author’s purpose before placing the card under persuade, inform, or entertain. Check for accuracy and require justification for advanced responses.
Work as a team to sort cards quickly and accurately. Give a short explanation for each choice before the next runner goes.
Read aloud short scenarios related to sports, health, or youth media. Students sprint, jog, or walk to the correct corner and then share evidence with a partner. Use follow-up questions to deepen thinking.
Move to the correct area and justify their thinking to a partner. Revise answers if needed based on discussion.
Lead a cool down stretch and ask students to reflect on how they knew the author’s purpose. Highlight strong evidence-based responses and clarify misconceptions.
Complete stretches and share one strategy they used to identify purpose.
Bring students together and review the three purposes one final time. Ask each student to state one clue that helps identify author’s purpose and one example from the lesson. Emphasize that strong readers use evidence, not guesses.
Find one article, advertisement, or short video at home and write 3 sentences identifying the author’s purpose and evidence that supports your answer.