Lesson length30 min 45 min 60 min

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Print the plan for yourself; the student sheet prints on its own page after it.

English lesson plan · 4th grade (Year 5 in England) · 30 minutes

Author's purpose

Reading Comprehension

CCSS RI.4.8CCSS RI.6.6England: Y5/6 ReadingEngland: KS2 SATs Reading

Objective and success criteria

Students will: Author's purpose.

I can answer questions on today's skill on my own, without help.
I can explain each step and say why it works.
I can check my answer and spot a mistake.

Before and after

Needs first: Main idea and supporting details

Leads to: Rhetoric and persuasive techniques; Why did the author include this detail?

Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

Quick retrieval from earlier learning (Main idea and supporting details). Students answer on mini whiteboards.
Show answers together and note who needs support in the main task.

Long ago, people did not have fridges. They kept food cold in cellars, packed it in ice, or dried and salted meat so it would last. What is the main idea? (Salt makes food tasty. / Fridges are expensive. / People once used other ways to keep food from spoiling. / Cellars are dark.) → People once used other ways to keep food from spoiling.Prompt: What is the WHOLE text mostly about, not just one part?
Dolphins are very smart. They can learn tricks, solve puzzles and recognise themselves in a mirror. They also talk to each other with clicks and whistles. What is the main idea? (Dolphins like mirrors. / Dolphins live in the sea. / Dolphins are intelligent animals. / Dolphins whistle.) → Dolphins are intelligent animals.Prompt: What is the WHOLE text mostly about, not just one part?
Exercise is good for your body and your mind. It makes your heart and muscles stronger. It can also help you sleep better and feel happier. What is the main idea? (Running is fun. / Muscles are strong. / Sleep is important. / Exercise has many benefits.) → Exercise has many benefits.Prompt: What is the WHOLE text mostly about, not just one part?

Hook · 3 min

Read the first lines of a short text aloud and ask what students predict will happen and why.
Share the objective: Author's purpose. Read the success criteria together.

I do: model it · 7 min

Work through the example out loud, saying why you do each step, not just what you do.
Example: Every pupil should learn to swim. Swimming keeps you fit, it is fun, and it could one day save your life. What is the author's main purpose?
Step 1: The writer's choices show their purpose.
Step 2: So the answer is: to persuade
Answer: to persuade
Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

Do these together. Students try each step on whiteboards before you reveal it.
Use the hints as prompts rather than giving the answer.

1. Fill the pot with water. 2. Bring it to the boil. 3. Add the pasta and stir. 4. Cook for ten minutes. What is the author's main purpose? (to tell a story about a chef / to explain how to cook pasta / to describe Italy / to persuade you to eat pasta) → to explain how to cook pastaPrompt: Is the writer mainly trying to inform, persuade, entertain or explain?
Once upon a time, a dragon was afraid of the dark. Every night he slept with a candle lit, which was a problem, because he kept sneezing it out. What is the author's main purpose? (to give instructions / to persuade / to entertain / to inform) → to entertainPrompt: Is the writer mainly trying to inform, persuade, entertain or explain?

You do: independent practice · 7 min

Students work on the student sheet. Circulate and check the first two answers of every student early.
Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

The heart is a muscle about the size of your fist. It pumps blood around your body through tubes called blood vessels. What is the author's main purpose? (to describe a painting / to persuade readers to exercise / to inform readers about the heart / to entertain with a story) → to inform readers about the heartPrompt: Is the writer mainly trying to inform, persuade, entertain or explain?

Watch out for

Answering from memory or opinion instead of evidence in the text.
Copying a long quote without explaining what it shows.

Support and stretch

Support

Review first: Main idea and supporting details.
Use concrete materials: a short text or extract (one copy each).
Give the first step of each question, or a partly worked example to finish.
Pair with a confident partner for the guided practice.

Stretch

Move on to: Rhetoric and persuasive techniques; Why did the author include this detail?.
Explain a common mistake in writing and how to fix it.
Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-4.

Free lesson plan from eurekami.com/lesson-plan-builder

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Author's purpose

Name

Date

Score/ 6

1
Question 1
The heart is a muscle about the size of your fist. It pumps blood around your body through tubes called blood vessels. What is the author's main purpose?
- A. to persuade readers to exercise
- B. to entertain with a story
- C. to inform readers about the heart
- D. to describe a painting

The Shark on the Motorway

During a storm last spring, a photo exploded across social media. It showed a large shark swimming beside cars on a flooded motorway. Within hours it had been shared more than 80,000 times, often with captions such as "Stay indoors — sharks in the streets!" Fourteen-year-old Amira Haddad saw the photo in her family group chat. Something felt wrong. "The shark looked too sharp compared with the blurry water," she said. "So I decided to check." First, Amira ran a reverse image search. She found the same shark in a wildlife photo published years earlier, on a website about ocean animals. Next, she checked two local news sites. Neither mentioned sharks; both reported flooding and road closures. Finally, she found an article from a fact-checking organisation explaining that the image had been edited and had appeared during several different storms in different countries. Amira posted the fact-check in the group chat. "My uncle had already shared the photo," she laughed. "He was embarrassed, but he thanked me." Fact-checkers say edited images spread fastest when they are shocking and arrive during real emergencies, when people are anxious and want to warn others. Their advice is simple: pause before you share, look for the original source, and check whether reliable outlets are reporting the same thing.

2
Question 2
Read "The Shark on the Motorway". What is the writer's main purpose in the final paragraph?
- A. to give readers practical advice for checking images
- B. to make readers afraid of storms
- C. to criticise Amira's uncle
- D. to describe sharks

The Four-Day Week: Promise and Pitfalls

In recent years, a growing number of companies have experimented with a four-day working week, in which employees work about 80 per cent of their usual hours for 100 per cent of their pay, on the condition that they maintain their output. Supporters argue that the model could transform working life. Critics warn that its benefits may be exaggerated. The most widely reported trials have produced striking results. In one large study involving several dozen organisations, most companies chose to continue the four-day week after the trial ended. Employees reported less stress, better sleep and fewer days off sick, while company revenue remained broadly stable. For businesses struggling to recruit, the promise of an extra day off can be a powerful attraction. Yet these findings come with important caveats. Companies that volunteer for such trials may already be enthusiastic about flexible working and well suited to it. Their success may not be representative of all workplaces. Moreover, many of the participating organisations were offices or creative businesses, where output is relatively easy to reorganise. In hospitals, schools or factories, where staff must be present to deliver a service, reducing hours without hiring more people may simply be impossible. There are also questions about what happens in the long term. Early enthusiasm can fade, and the pressure to fit five days of work into four may eventually lead to longer, more intense working days, cancelling out the benefits to wellbeing. None of this means the idea should be dismissed. It does suggest that the four-day week is less a universal solution than a tool that may suit some sectors far better than others. The challenge for policymakers is to learn from the trials without assuming that what worked for a marketing agency will work for an emergency ward.

3
Question 3
Read "The Four-Day Week: Promise and Pitfalls". What is the purpose of the reference to "an emergency ward" in the final sentence?
- A. to give a vivid example of a workplace where the model may not work
- B. to argue that hospitals are badly run
- C. to describe the writer's job
- D. to show that marketing agencies are dangerous

Should Our School Keep Bees?

Letter A: Yes to bees! Our school should put two beehives on the flat roof above the library. Bees pollinate fruit, vegetables and wildflowers, and in many places their numbers have fallen. A school hive would give local bees a safe home. It would also turn our roof into a living science lesson: we could study how a colony works, measure how much honey it makes, and plant bee-friendly flowers in the playground. Several schools near us already keep bees, and the beekeepers say pupils are never near the hives, because the roof is locked. Letter B: Not so fast. I agree that bees are important, but I do not think hives are right for our school yet. Some pupils and staff are allergic to bee stings, and even a locked roof is close to open windows. Hives also need an expert to check them every week, and no one at school has that training. Instead, we could help bees in safer ways: plant a wildflower strip by the fence, build a bug hotel, and invite a beekeeper to visit with an observation hive behind glass. If, after a year, we find a trained volunteer, we could think about hives again.

4
Question 4
Read "Should Our School Keep Bees?". What is the main purpose of both letters?
- A. to persuade the reader
- B. to give instructions
- C. to describe a beehive
- D. to entertain with a story

A Letter to the Council

Dear Councillors, I am writing to ask you not to close Elm Street Library. I am nine years old, and the library is one of the most important places in our town. First, the library helps children learn. Every Saturday, there is a story club where younger children listen to stories and older children like me read aloud. Many families cannot afford to buy lots of books, but at the library everyone can borrow them for free. Second, the library is not just for children. My neighbour, Mr Haddad, goes there every week to use the computers because he does not have one at home. He uses them to apply for jobs and to talk to his grandchildren in another country. Some people say that everything is online now, so we do not need libraries. However, not everyone has the internet at home, and a website cannot give you a quiet, warm place to study or a librarian who helps you find exactly the right book. Please keep our library open. It belongs to all of us. Yours faithfully, Priya Shah

5
Question 5
Read "A Letter to the Council". What is Priya's main purpose in writing this letter?
- A. to describe her favourite book
- B. to explain how to use computers
- C. to persuade the council to keep the library open
- D. to complain about Mr Haddad

The Long Wall

The Great Wall of China is not one wall at all. It is a network of walls, trenches and watchtowers built and rebuilt over more than two thousand years by different dynasties. If all its sections were laid end to end, they would stretch over 21,000 kilometres – more than half the distance around the Earth. The earliest walls were built from packed earth around the seventh century BCE, when rival Chinese states defended their borders from one another. In about 220 BCE, the first emperor of a united China, Qin Shi Huang, ordered many of these separate walls to be joined together to protect the north from raiding groups. The sections that most visitors see today are far younger. They were built during the Ming dynasty, between the fourteenth and seventeenth centuries. Ming builders used bricks and stone, which is why these sections have survived so well. Watchtowers were placed close enough together for soldiers to send signals using smoke by day and fire by night. The wall came at a terrible cost. Hundreds of thousands of soldiers, prisoners and farmers were forced to work on it, often in freezing mountains or burning deserts. Many died, and stories and songs about their suffering are still told. Did the wall work? Historians disagree. It slowed down small raids and helped control trade and travel, but determined armies could still break through or simply go around it. Today, its greatest power may be as a symbol – of human effort, of history and of a nation's identity.

6
Question 6
Read "The Long Wall". Why does the writer include paragraph 4?
- A. to argue that the wall should be knocked down
- B. to show the human cost of building the wall
- C. to describe the wall's shape
- D. to explain how bricks are made

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Answer key: Author's purpose

1. C. to inform readers about the heart
2. A. to give readers practical advice for checking images
3. A. to give a vivid example of a workplace where the model may not work
4. A. to persuade the reader
5. C. to persuade the council to keep the library open
6. B. to show the human cost of building the wall