The Power of Words: Exploring Literacy and Expression · 2nd Year

Active learning ideas

Identifying Author's Purpose in Non-Fiction

Active learning works well for this topic because students need to practice identifying subtle clues in texts, not just memorize definitions. Sorting, debating, and creating texts engage them in applying critical thinking skills directly to real examples.

• NCCA Curriculum Specifications
• NCCA: Primary - Understanding

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Case Study Analysis
• 35 min · Small Groups

Text Sorting Stations: Inform or Persuade?

Prepare cards with short excerpts from non-fiction texts. Set up stations where small groups sort cards into 'inform' or 'persuade' piles, noting clues like facts versus opinions. Groups share one example per pile with the class.

Analyze clues an author provides to reveal their purpose for writing.

Facilitation Tip

During Text Sorting Stations, provide exactly two categories and require each group to place every text before discussing any choices.

What to look for

Provide students with two short text excerpts on the same topic (e.g., recycling). Ask them to write one sentence identifying the purpose of each text and list one piece of evidence from each text that supports their conclusion.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 02

• Case Study Analysis
• 25 min · Pairs

Clue Detective Pairs: Purpose Hunt

Pairs receive a non-fiction text and a clue checklist (tone, facts, opinions). They highlight evidence and decide the purpose, then swap texts with another pair for verification. Discuss findings as a class.

Compare texts written to inform with texts written to persuade.

Facilitation Tip

For Clue Detective Pairs, assign each pair one text type to focus on first, then switch roles after five minutes.

What to look for

Present students with a series of short sentences or phrases. Ask them to hold up a green card if the phrase suggests an informative purpose or a red card if it suggests a persuasive purpose. Discuss their choices for a few examples.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 03

• Case Study Analysis
• 40 min · Whole Class

Author Role-Play: Whole Class Debate

Read two texts on one topic. Students vote on purposes, then role-play as authors explaining choices. Class questions the 'authors' to confirm intent through simulated interviews.

Evaluate how an author's purpose influences the types of information included.

Facilitation Tip

In Author Role-Play, assign specific roles like 'fact-checker' or 'emotional appeals expert' to ensure all students participate in the debate.

What to look for

Pose the question: 'How does an author's choice to inform versus persuade change the way they might describe a new park opening in our town?' Facilitate a brief class discussion, encouraging students to share specific examples of language or details that would differ.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 04

• Case Study Analysis
• 30 min · Individual

Mini-Text Creation: Individual Challenge

Students write a short paragraph to inform about a pet, then rewrite to persuade others to adopt one. Share in small groups for peer feedback on purpose clues.

Analyze clues an author provides to reveal their purpose for writing.

What to look for

Provide students with two short text excerpts on the same topic (e.g., recycling). Ask them to write one sentence identifying the purpose of each text and list one piece of evidence from each text that supports their conclusion.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

A few notes on teaching this unit

Teachers should model close reading by thinking aloud about their own thought process when identifying purpose. Avoid over-simplifying by labeling texts as 'good' or 'bad,' and focus instead on how different purposes shape writing. Research shows students benefit from structured comparisons of similar topics written for different intents.

Successful learning looks like students confidently distinguishing between informative and persuasive texts and explaining their reasoning with clear evidence. They should use specific language choices and structural clues to justify their decisions.

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Watch Out for These Misconceptions

• During Text Sorting Stations, students may assume all non-fiction texts aim only to inform readers with facts.

  After groups begin sorting, circulate and ask, 'What differences do you notice in how these texts present the same topic?' to guide them toward comparing factual versus opinion-based language.

• During Author Role-Play, students might believe persuasive writing always includes lies or false information.

  During the debate, pause to ask, 'What facts did the persuasive author include to make their argument stronger?' to highlight ethical persuasion relies on truth.

• During Clue Detective Pairs, students might think author's purpose is always stated directly in the text.

  In pairs, ask students to underline any direct statements of purpose they find, then discuss why most purposes require inference from clues like tone and structure.

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Methods used in this brief

• Case Study Analysis