You will learn
- Name the purposes.
- Find clues.
- Identify techniques.
- Explain how purpose shapes text.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Read the text.
- Notice features and tone.
- Name the purpose.
- Support with evidence.
Words to know
the reason an author writes
to give facts and knowledge
to convince readers to think or act
to amuse or hold interest
1. Discover: Three texts about the same river
A: “The river is 120 km long and flows north into the lagoon.” (inform) B: “Every family must stop dumping rubbish in our river today!” (persuade) C: “The river giggled over the stones and tickled the toes of the frogs.” (entertain)
The purpose shapes the language: A uses facts, B uses commands and strong words, C uses imagery and humour.
Think: What clues reveal each purpose?
2. Understand: Why was this written?
Idea 1: Purposes
Authors write to inform, persuade, entertain or explain.
Idea 2: Clues
Facts suggest inform; commands and strong words suggest persuade; imagery and humour suggest entertain.
Idea 3: Several purposes
A text may have more than one purpose.
3. Worked examples
Example 1 (I show you): Inform
Which text informs?
- A.
Answer: A, with facts about the river
Example 2 (We do it together): Persuade
Which persuades?
- B.
Answer: B, with commands and strong words
Example 3 (You try): Entertain
Which entertains?
Show the steps and answer
- C.
Answer: C, with imagery and humour
Did you know?
Advertisements usually persuade, while encyclopaedia entries usually inform.
Why this matters
Knowing the purpose helps you read critically.
4. Explore: Purpose sort
Sort texts by purpose.
- Collect short texts.
- Read the language.
- Name the purpose.
- Give evidence.
Think about it: what did you notice?
You can identify purpose.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The purpose is to ___.
- I know because ___.
- The language is ___.
- The audience is ___.
Guided practice
Question 1. The reason an author writes is the ___.
purpose
Question 2. To give facts is to ___.
inform
Question 3. To convince is to ___.
persuade
Independent practice
Level 1: Start
- The reason an author writes is the ___.
- To give facts is to ___.
- To convince is to ___.
- To amuse is to ___.
- The river is ___ km long.
Level 2: Grow
- Which text uses commands?
- Which text uses humour?
- Which text gives facts?
Level 3: Stretch
- Can a text have more than one purpose?
- Do adverts usually persuade?
- Does purpose shape language?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write two short texts on one subject with different purposes.
Show a sample answer
two texts
Another one. Find an advertisement and a news item with a family member and compare their purposes.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can name the purposes.
- I can find clues.
- I can identify techniques.
- I can explain how purpose shapes text.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Read the text.
- Notice features and tone.
- Name the purpose.
- Support with evidence.
11. Next lesson
Next lesson: Perspective and bias. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define author’s purpose. [1 mark]
- Name three purposes. [3 marks]
- What is the purpose of text B and how can you tell? [2 marks]
- Why can texts have more than one purpose? [1 mark]
- Explain how purpose shapes language. [3 marks]
Total: 10 marks.
Marking guide and model answers
- the reason an author writes [1]
- to inform [1]; to persuade [1]; to entertain [1]
- to persuade [1]; commands and strong words [1]
- a text may inform and persuade at once [1]
- facts for inform [1]; strong words for persuade [1]; imagery and humour for entertain [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- The reason an author writes is the ___.
- To give facts is to ___.
- To convince is to ___.
- To amuse is to ___.
- The river is ___ km long.
- Which text uses commands?
- Which text uses humour?
- Which text gives facts?
- Can a text have more than one purpose?
- Do adverts usually persuade?
Homework
Find an advertisement and a news item with a family member and compare their purposes.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. The reason an author writes is the ___. | purpose | 1 |
| 2. To give facts is to ___. | inform | 1 |
| 3. To convince is to ___. | persuade | 1 |
| 4. To amuse is to ___. | entertain | 1 |
| 5. The river is ___ km long. | 120 | 1 |
| 6. Which text uses commands? | B | 1 |
| 7. Which text uses humour? | C | 1 |
| 8. Which text gives facts? | A | 1 |
| 9. Can a text have more than one purpose? | yes | 1 |
| 10. Do adverts usually persuade? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 purpose; 2 inform; 3 persuade; 4 entertain; 5 120. Level 2: 1 B; 2 C; 3 A. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Name the purposes | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Find clues | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Identify techniques | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Explain how purpose shapes text | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: name the purposes; find clues; identify techniques; explain how purpose shapes text.
Prerequisite knowledge. Evidence and opinion.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 6 » Reading: Literature; Grade 6 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RI.6.6 (determine an author’s point of view or purpose in a text and explain how it is conveyed); Cambridge Primary English Stage 6 (writer’s purpose). These sources informed the lesson.