Title: Understanding Author’s Reasoning

Grade Level: 2nd Grade

Objective: - Students will be able to identify the author’s reasoning in a text. - Students will be able to explain the author’s reasoning using evidence from the text. - Students will be able to apply their understanding of author’s reasoning to their own writing.

Materials: - Age-appropriate books or texts with clear author’s reasoning - Chart paper - Markers - Sticky notes - Pencils

Procedure:

1. Introduction (10 minutes):
   • Begin the lesson by asking students if they know what an author is and what an author does.
   • Explain that authors write books and stories, and they have reasons for writing them.
   • Tell students that today, they will learn about author’s reasoning, which means understanding why an author wrote something.
2. Read Aloud (15 minutes):
   • Choose a book or text that clearly demonstrates author’s reasoning.
   • Read the book aloud to the students, pausing at key points to discuss the author’s reasoning.
   • Model thinking aloud by sharing your thoughts on why the author wrote the book and what evidence from the text supports your reasoning.
3. Identifying Author’s Reasoning (15 minutes):
   • Distribute sticky notes to each student.
   • Ask students to think about the author’s reasoning in the book you just read and write it on their sticky notes.
   • Collect the sticky notes and read a few aloud, discussing the reasoning with the class.
   • Write the main author’s reasoning on the chart paper.
4. Guided Practice (15 minutes):
   • Choose another book or text with clear author’s reasoning.
   • Read the text aloud, pausing at key points to discuss the author’s reasoning.
   • Ask students to turn and talk to a partner about the author’s reasoning and provide evidence from the text to support their ideas.
   • Call on a few students to share their thoughts with the class.
5. Independent Practice (15 minutes):
   • Provide each student with a different book or text.
   • Instruct students to read the text independently and identify the author’s reasoning.
   • Students should write their reasoning and evidence on a piece of paper.
   • Circulate around the room to provide support and guidance as needed.
6. Closure (5 minutes):
   • Gather the students back together and have a few volunteers share their author’s reasoning and evidence.
   • Review the main author’s reasoning from the chart paper and ask students if they can think of any other books or texts that might have similar reasoning.
   • Emphasize the importance of understanding author’s reasoning in order to better understand and appreciate what we read.

Extensions: - Have students write their own short stories or books, focusing on their own reasoning for writing. - Use additional texts to practice identifying author’s reasoning in small groups or pairs. - Have students create posters or visual representations of author’s reasoning for a class display.