Stage 1- Desired Results
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.
  • W.2.2-Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • L.2.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.2.5.b-Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Essential Questions


  • How do writers share their knowledge with others?

  • How is procedural writing organized?
Big Ideas
Sharing Knowledge

Enduring Understandings


  • Writers can share information they know and have learned to their readers by using informational text structures such as procedural writing.

  • Procedural writing use sequence and transitional words to convey information.
Students will know…
  • The purpose and elements of How-To writing.
  • Strategies for brainstorming and selecting topics for How-To writing.
  • Strategies for revising for precise nouns, vigorous verbs, and transition words.
  • Strategies for revising their own text for sequence and clarity.
  • Strategies for editing their own writing.
Students will be skilled at …
  • Identifying the purpose and elements of How-To writing.
  • Brainstorming a list of topics for How-To writing.
  • Selecting a topic and write a How-To from their own experience and knowledge.
  • Revising for precise nouns, vigorous verbs, and transition words.
  • Rereading text and revise for sequence, clarity, and any missing steps.
  • Editing for capital letters and ending punctuation.
Stage 2- Assessment Evidence
Performance Tasks: Complete a How-To text on a topic of their choosing including revising and editing their drafts.

Formative: Conferences with students and conference logs

Summative: Students complete revising and editing checklist on their writing.

Student Self-Assessment: At the end of the unit, students will write a reflection piece on what they have learned about How To writing.
Stage 3- Learning Plan
In this How-To unit students will be asked to recall information from experience to write an informational piece. They will organize and write steps in a sequence, revise for precise word choice and clarity, and edit for capital letters and ending punctuation.

Determine the format of the final piece and whether or not students will all use the same format. Some possibilities include multiple pages bound in a book format, pieces taped together to make a longer display that can be hung in the hall, poster,etc.
Lesson #1: Introduction to How-To Writing (W.2.2)
Lesson #2: Making How-To Lists (W.2.2, W.2.5)
Lesson #3: Precise Nouns (W.2.5)
Lesson #4: Vigorous Verbs (L.2.5.b)
Lesson #5: Shared Writing of How-To Text (W.2.2, W.2.5)
Lesson #6: Transition Words (W.2.2)
Lesson #7: Checking For Clarity (W.2.5)
Lesson #8: Using Capital Letters (L.2.2)
Lesson #9: Final Project—Day 1 Overview (W.2.2, W.2.5)
Lesson #10:Final Project—Day 2 Revising for Sequencing and MissedSteps (W.2.2, W.2.5)
Lesson #11: Final Project—Days 3 & 4 Word Choice and Finishing (L.2.2, W.2.5)
Full Lessons:
Sample Parent Letter:



Student Examples:

How to Paper: