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EL Support Lesson
Match Author's Point with Evidence
Students will be able to determine the author’s purpose and point of view in informational text.
Students will be able to discuss the author’s point and supporting details with signal words using peer support.
- Provide an everyday, familiar example to your students of a topic in which many people disagree. Present the topic and the reasons for one point of view and write it on the board. For example, “Some students think they should wear uniforms to school. One reason is they will not have to worry about what to wear every day.”
- Ask students to turn and talk to their partners about the topic, the important detail or point, and the reason you give to support the detail.
- Allow students to share aloud and offer corrections. They should conclude that the topic is about uniforms, the important detail is that some students want to wear them, and the reason is because they will not have to worry about what to wear to school.
- Model how to state the detail and reason aloud (e.g., "The author’s point is students should wear uniforms because they'll stop worrying about what they'll wear to school."). Read the student-friendly language objective aloud and have them choral read it again.
- Tell students that today they'll identify an author’s reasons as well as evidence for the point the author makes.
Building academic language
- Define the words Author, Reason,Purpose, and Point(i.e., important detail/argument). Then, ask them how you know students don't want to worry about what to wear in the morning. Allow them to share their ideas. They should come to understand there is no evidence.
- Define the word EvidenceAnd tell them that, while you told them the point and the reason students want to wear uniforms, you lacked evidence to make your point stronger. Present some evidence to support the point. For example, “In recent studies, researchers have found that students like not worrying about what to wear to school.”
- Define StudiesAnd Researchers. Have students discuss in partners why people would believe research over another person’s opinion. Allow them to share aloud and encourage them to use some of the new vocabulary with their Vocabulary Cards or Glossary.
- Explain that when authors of nonfiction texts refer to what other people "say" or mention that "research shows ____," these are signal words that the author is stating evidence for the point.
- Use your teacher copy of the pre-cut points and evidence/reasons from the Argument Writing: Match the Evidence worksheet, and model how to find two points and the evidence or reason to support them. (Note: all the points are bolded and the matching pair is under the point.) Make sure to differentiate between a reason (i.e., information stated as an opinion) and evidence (i.e., information stated based on data or a study). Circle the key words, like "studies", or "research."
- Distribute the group sets of the Argument Writing: Match the Evidence worksheet so that each group has one complete set. Assign students to match the point with the evidence given.
- Have a group member share a pair and ask them to explain both the point and the evidence that supports the point. Provide these sentence frames:
- "The author’s point is ____."
- "The reason the author gives to support the point is ____."
- "The author’s evidence is ____."
- Allow group members to practise justifying their choices using the sentence frames and allow a few more volunteers to model their justifications to the whole class.
- Tell students that just like authors present their points in a specific way, students should present their evidence for their ideas from the text in a clear way as well.
There is no discourse level focus for this lesson plan.
Additional EL adaptations
- Allow students to use their home language (L1) or their new language (L2) in all their conversations.
- Pre-teach a lesson on finding the main ideas and topic of a paragraph to help them identify details that are also reasons that support the author's point.
- Pre-teach vocabulary for fact and opinion and relate them to everyday scenarios.
- Give ELs fewer cards to match for the matching activity.
- Have ELs share their justifications for their pairings in their groups first and allow another group member to rephrase the justification or add to it.
- Ask ELs to think of some reasons that would correspond with the given points and evidence in the Argument Writing: Match the Evidence worksheet.
- Have them justify their answers with longer sentence frames, such as, “The author argues ____Because ____.”
Formative Assessment of Academic Language(5 minutes)
- Ask group members to choose a matching pair from their group set to write about on their index card.
- Distribute index cards and tell students to tape the matching pairs on one side.
- Have students write about the author’s point and evidence on the other side of the card using the sentence frames they've practiced. Also, encourage them to state if they paired a point with a reason or with a piece of evidence.
Review and closing(5 minutes)
- Ask students to share their index card responses aloud.
- Challenge non-volunteers to tell the difference between a reason and piece of evidence an author gives in a nonfiction text. Allow ELs to add on or offer suggestions as necessary.
- Explain that using signal words to identify and discuss author’s points will help them understand what they're reading and discuss their thoughts more clearly.