Stage 1- Desired Results
Transfer:
Students will be able to independently use their learning to…
  1. Demonstrate independence in reading complex texts, and writing and speaking about them.
  2. Build a strong base of knowledge through content rich texts.
  3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose.
  4. Construct viable arguments and critique the reasoning of others.
  5. Read, write, and speak grounded in evidence.
  6. Use technology and digital media strategically and capably.
  7. Come to understand other perspectives and cultures through reading, listening, and collaborations.
Standards:
  • W.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
  • W.1.5-With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
  • W.1.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
  • L.1.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.1.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Essential Questions
Overarching:
  • Why do we write?
  • How do writers approach the craft of writing to inform and explain?

Topical:
  • How do authors select what to write about in their informational writing?
  • How do authors organize information to share?
  • What can I learn from studying other authors?
Big Ideas
Writing to Inform

Enduring Understandings
Overarching:
  • Writers write to inform and explain ideas.
  • There is a craft to writing effectively.

Topical:
  • Authors generate lists of ideas from their experiences, places, and things that they love.
  • I can study the work of authors to help learn the craft of writing.
Students will know…
  • The purpose of informational writing.
  • The characteristics of informational writing.
  • How to brainstorm a topic they know all about.
  • How to incorporate elements of informational writing into their own book.
  • How to add detail to expand an idea into a paragraph.
  • How to revise and edit informational text.
  • how to use pronouns correctly for clarity
Students will be skilled at …
  • Organizing information about a familiar topic.
  • Writing informational text including three or more facts
  • Providing a sense of closure.
  • Including elements of informational writing, headings, table of contents, captions, etc.
  • Analyzing their writing for appropriate use of pronouns.
Stage 2- Assessment Evidence
Performance Tasks: Students brainstorm, write, and revise one All About book.



Formative: Students include the elements of informational writing in their All About book. Conference with students to support their application of the skills and strategies taught in the mini-lessons.

Summative: Students complete editing checklist on their writing. Final piece of writing serves as summative.

Student Self-Assessment: At the end of the unit, students will write a reflection piece on what they have learned about opinion writing. See suggestions for self-assessment at the end of units.
Stage 3- Learning Plan
This project involves writing informational text without the need to do research. Students will choose topics that they already know about for this project. Topics such as my family, pets, sports, hobbies, games, friends, and thematic unitsrocks,insects, and farm animalsare popular. While the unit does not have a formal end of unit writing celebration, you may wish to have your students publish their All-About pieces and add them to your classroom library.

In this unit, you will teach your students to write an All-About Book that includes a table of contents, at least three sections with headings, pictures with captions, and a cover with the title and author’s name. Please feel free to additional informational elements that your students would like, such as diagrams, maps, how to, about the author pages, and/or glossaries.

Students will use a checklist to ensure their writing has the necessary elements. The final product does not have to be rewritten or typed. However, you could have students choose one page to rewrite so that it is a final, polished piece.

Schedule a celebration at the end of this unit. Remember that a celebration does not have to be elaborate or fancy; celebrations are meant to celebrate the hard work and great writing students have done within a unit. Provide students with an opportunity to share this writing with an audience, whether it be a classmate (other than writing partner), a student from another class, or an adult.

Lesson 1: Defining All-About Text and Brainstorming Topics
Lesson 2: Using a Top down web
Lesson 3a: Model Process for Writing All-About (Sentences)
Lesson 3b: Model Process for Writing All-About (Paragraphs)
Lesson 4: Providing a Sense of Closure
Lesson 5: Identifying and Using Pronouns
Lesson 6: Pictures and Captions
Lesson 7: Headings
Lesson 8: Table of Contents
Lesson 9: Using a Checklist

Full Lessons:
Resources
Digital:
To incorporate the Common Core State Standard 1.W.6, to "use a variety of digital tools to produce and publish writing," you may choose to:
  • Take digital photographs of shared experiences.
  • Create a PowerPoint of writing with voice recordings.
  • Use story-making applications from iPads or other tablets.
  • Type final projects-use WORD publishing forms such as postcards and brochures.
  • Share writing over school announcement system.
  • Have students project the written pieces using a document camera.

Top-Down Webs:





Student Examples:






All About Template: