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.
  • W.2.7-Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • W.2.8-Recall information from experiences or gather information from provided sources to answer a question.
  • L.2.1.f-Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
  • L.2.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Essential Questions

  • How do writers share their learning with others?

  • How can I research a topic and communicate my learning in my own words?
Big Ideas
Sharing Our Knowledge

Enduring Understandings

  • Writers can share information they have learned to their readers by using informational text structures.

  • Writers can take notes to record their learning and organize them to communicate their ideas.
Students will know…
  • The purpose of informational texts.
  • The features of information texts and their purpose.
  • Strategies for scanning text and paraphrasing their learning into words and phrases.
  • How to use a RAN Chart and Alphaboxes to record their facts.
  • Strategies for organizing information when writing informational texts.
  • Strategies for revising and editing their writing.
Students will be skilled at …
  • Generating what we know and questions about a topic.
  • Identifying and recording main idea and details with note-taking.
  • Scanning informative text and taking notes using phrases to answer questions about the topic.
  • Organizing their informative piece by introducing the topic, using facts and definitions, and providing a concluding statement or section.
  • Paraphrasing using their own words to write complete sentences from sorted phrases.
  • Write and edit for correct spelling, punctuation and capitalization.
Stage 2- Assessment Evidence
Performance Tasks: Students will revise, edit, and publish an informational text based upon their research.

Formative: Use individual student and small group conferences along with conference logs.
  • Students are able to generate questions and facts from their research.
  • Students are able complete their RAN Chart.
  • Students are able a final published report.

Summative: Final piece of writing serves as summative.

Student Self-Assessment: Ask student to revisit their writing goals for the year for writing. Keep the goal setting sheets to revisit and update through the school year.
Stage 3- Learning Plan
In this unit students will be scaffolded in completing a research project. Students will write an informative piece that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section. They will participate in shared research, revision and editing.

The final project has multiple possibilities for publishing such as traditional research report or booklet form. Some of these options meet W.2.6 With guidance and support from adults, use a variety of digital tools to publish writing, including in collaboration with peers.

In this unit, the first eight lessons are related and actually guide the students through a small-group research project. Unlike the previous units, this unit actually requires students to be working on the assigned task each day and work is collected at the end of each work session.
This unit has been laid out based on an animal research project. Adjust the headings on the graphic organizer if needed for a different topic such as biography. The point is, you want students todo some research, not just remember what you have been teaching in the unit. Make sure you have access to enough resource materials for student use and narrow student choices for success.

You will want to think about how you will group students for the first half of this unit. You will also need to consider whether you will expect students to use the index to determine which resource books are appropriate for their specific topic, or whether you will divide the books up by topic and give each group books appropriate for thetopic.
We recommend selecting a few more topics than groups and then listing each topic on a slip of paper and allowing groups to draw out a slip to show what that group’s topic will be.

NOTE: In this first section, all conferencing will be small-group conferencing.
In the second half of this unit, students will choose their own research topic and work through the process more independently. You may still need to guide topic choices so resources will be available for the chosen topics.

Lesson #1: Generating Questions for Research
Lesson #2: Note-Taking (W.2.2, W.2.7, W.2.8)
Lesson #3: Defining Important Words (W.2.2, W.2.7, W.2.8)
Lesson #4: Using a Question as an Introduction (W.2.2,W.2.5).
Lesson #5: Statement of Value or Importance as a Conclusion (W.2.2, W.2.5)
Lesson #6: Revising for Clarity (W.2.2, W.2.5)
Lesson #7: Editing (L.2.2,W.2.5)
Independent Project
Lesson #8: Final Project—Day 1 Choosing a Topic (W.2.2, W.2.7, W.2.8)Individual Research Graphic Organizer (R7)
Lesson #9: Final Project—Day 2 Introduction W.2.2,W.2.5)
Lesson #10: Final Project—Day 3 Forming Sentences (L.2.1.f, W.2.2, W.2.5)
Lesson #11: Final Project—Day 4 Conclusion (W.2.2,W.2.5)
Lesson #12: Final Project—Day 5 Completion Checklist and Finishing (W.2.5)
Lesson #13: Final Project—Day 6

Full Lesson Plans:
Sample Parent Letter:
To incorporate the Standard W.2.6, to "use a variety of digital tools to produce and publish writing," throughout the year you may choose to:
  • Take digital photographs.
  • Create a PowerPoint of writing with voice recordings.
  • Type final projects.
  • Share writing over school announcement system.
  • Have students project the written pieces using a document camera.