Lesson 2: To Inform
- Learning Goal
- Identify text evidence that shows the author’s purpose is to inform.
- Approximately 50 minutes
- Necessary Materials
- Provided: Independent Practice Passage “Bare Bones,” Direct Teaching Example Chart
Not Provided: Apples by Gail Gibbons, books from classroom library, chart paper, markers
will explain that some authors write books to inform readers about a subject. I will show students a variety of books from the classroom library, which was written to inform the reader. I will talk about characteristics of each book that show that the author is trying to inform the reader. I will read Apples by Gail Gibbons and chart the characteristics of the book that show that the author is trying to inform the reader about a specific topic. (Direct Teaching Teacher Example Chart is provided below in Teacher and Student Materials.)
Ask: How did I identify the characteristics of the text that show the author's purpose was to inform? Students should respond that you read the text and paid attention to detail in the text that provided the reader with real information to learn.
will choose books from the classroom library that show that the author is trying to inform the reader. Each student (or group of students) will choose one book and give two examples from the text that show that the purpose of the book is to inform.
TIP: Make a game out of it! For the Guided Practice, students can sort stacks of books into two categories according to their purpose— written to entertain or written to inform. The first group to accurately sort their books into the two categories wins!
will read the passage “Bare Bones.” (Student Independent Practice is provided below in Teacher and Student Materials.) You will identify (by underlining) text evidence from the passage that shows the author’s purpose is to inform.
(To see all of the ReadWorks lessons aligned to your standards, click here.)
Build Student Vocabulary products
|Tier 2 Word: products|
|Contextualize the word as it is used in the story||"Apples are used to make apple juice, applesauce, and other products."|
|Explain the meaning student-friendly definition)||A product is something that is made by a person or machine. In the book, a product that is made from apples is apple juice.|
|Students repeat the word||Say the word product with me: product.|
|Teacher gives examples of the word in other contexts||The product from a paper factory is paper. The factory workers are making paper. The product from an automobile plant is a car. The people working there are making cars.|
|Students provide examples||What are some products that are made in our country? Tell us about it by saying, “One product that is made in our country is __________________.”|
|Students repeat the word again.||What word are we talking about? products|
|Additional Vocabulary Words||nutritious, existence|
After reading Apples, ask students if they have heard the phrase "an apple a day keeps the doctor away." Explain that apples have many healthy properties, including Vitamin C, which helps you avoid catching a cold, fiber which fights off bad bacteria in your intestines (stomach), a mineral called boron which makes your bones strong, and antioxidants, which may help you fight off diseases like cancer.