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.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.2.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.2.1.d.-Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid,told).
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
Sharing Our Knowledge

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.
Topical:
Students will know…
  • The purpose and features of informational texts.
  • Strategies for organizing information about a topic.
  • Strategies for choosing a topic.
  • The purpose of various text features in informational texts including headings, diagrams, and table of contents.
  • The purpose of the introduction and conclusion in an informational text.
  • Strategies for writing an introduction such as giving a challenge to their readers.
  • Strategies for writing a conclusion including circling back to the introduction.
Students will be skilled at …
  • Choosing and planning an appropriate topic.
  • Gathering and organize information about a familiar topic.
  • Writing an informational text on a topic.
  • Choosing nonfiction text features to include in their texts including headings, diagrams, and table of contents.
  • Editing for subject/verb agreement, irregular verbs, correct pronouns and plurals.
  • Writing headings for an All-About book.
  • Defining elements of informational text.
  • Writing a table of contents for an All-About book.
  • Writing about a topic for their All-About book.
  • Writing an introduction using the strategy of posing a challenge.
  • Writing a conclusion using the strategy of circling back to the conclusion.
  • Incorporating diagrams and captions to present facts in an informational text.
Stage 2- Assessment Evidence
Performance Tasks: Complete of an All-About text on a topic of their choosing that has been revised and edited.



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 informational writing.
Stage 3- Learning Plan
This unit introduces students to the organization and structure of an informational piece. Students will recall information from experiences to write an All-About informational piece that introduces the topic, uses details that support the topic, and provides a concluding statement or section. The organizational structure taught in this unit introduces students to a format that they will again use in the research unit.

The Common Core State Standards asks students to introduce their topic and have a concluding statement or section, so we focus on these skills. This unit also offers students the opportunity to recognize and use elements of nonfiction text. Please encourage students to use these elements when they support the content of their piece.
  • Lesson #1: Elements of Informative Text (W.2.2)
  • Lesson #2: Planning for Your Topic (W.2.2)
  • Lesson#3: Headings (W.2.2)
  • Lesson#4: Table Of Contents
  • Lesson #5: Model Process for Writing All-About (W.2.2)
  • Lesson#6: Using a Challenge as an Introduction (W.2.2, W.2.5)
  • Lesson #7: Circling Back as a Conclusion (W.2.2, W.2.5)
  • Lesson #8: Diagrams/Captions
  • Lesson #9: Subject/Verb Agreement (L.2.1)
  • Lesson #10: Irregular Verbs (L.2.1.d)
  • Lesson #11: Identifying and Using Pronouns (L.2.1, W.2.5)
  • Lesson #12: Final Project—Day 1 Overview (W.2.2)
  • Lesson #13: Final Project—Day 2 Pictures and Diagrams (W.2.2)
  • Lesson #14: Final Project—Day 3 Narrowing Your Topic (W.2.2, W.2.5)
  • Lesson #15: Final Project—Day 4 and 5 Organization of Sections and Finishing

Full Lessons:

Sample Parent Letter:
Resources
Digital

Print:
  • Mentor Texts: All-About Books
  • When I Revise poster
  • End of Unit Checklist


Media:

Student Examples:






All About Templates: