Tamar Resnick

Final Unit Plan

Nonfiction/ Informational Text
Reading & Writing, 2nd Grade

Unit Name: Nonfiction/Informational

Unit Length: 7 lessons, 40-60 minutes

Text Reading and Writing

each
California Content Standards/ Common Core:
RI2.1: Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
RI2.5: Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
RI2.6: Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
RI2.7: Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
RF2.4: Read with sufficient accuracy and fluency to support
comprehension.
RF2.4a: Read on-level text with purpose and understanding.
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.2.6: With guidance and support from adults, use a variety of
digital tools to produce and publish writing, including in
collaboration with peers.W2.7: 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.2.7: 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).
L2.4a: Use sentence-level context as a clue to the meaning of a word
or phrase.
English Language Development
College and Career Readiness
Standards
Standards
Part I: Interacting in Meaningful Ways 2. Communicate clearly, effectively,
Corresponding CA CCSS for
and
with
reason.
Career-ready
ELA/Literacy*
individuals communicate thoughts,
A. Collaborative
ideas, and action plans with clarity,
1. Exchanging information and ideas
using written, verbal, electronic,
with others through oral collaborative
and/or visual methods. They are
conversations on a range of
skilled at interacting with others:
social and academic topics
they are active listeners who speak
SL.2.1, 6; L.2.1, 3, 6
clearly and with purpose, and they
are comfortable with terminology
2. Interacting with others in written
English in various communicative forms
that is common to workplace
(print, communicative
environments.
Career-ready

W.2.6; L.2.1, 3, 6
technology, and multimedia)
3. Offering and supporting opinions and
negotiating with others in communicative
exchanges SL.2.1, 6; L.2.1, 3, 6

individuals consider the audience for

their communication and prepare
accordingly to ensure the desired
outcome.

4. Adapting language choices to various

contexts (based on task, purpose,
audience, and text type)
W.2.45; SL.2.1, 6; L.2.1, 3, 6

Essential Understandings/ Guiding Questions

Remembering- Differences between Fiction/ Nonfiction
Understanding- Parts of a paragraph- topic sentence, details, example etc.
Applying- What students learn from a book and transferring it into new
writing
Analyzing- Facts about animals and parts of paragraph
Evaluating- Others work, self- work
Creating- Animal Report
Instructional Considerations
Instructional Strategies and Activities
Prerequisite skill mastery:
Ideas for Enrichment Learning
Environment:
Read and Write
Basic fluency and
Graphic Organizers
Partner Work
comprehension
Peer-editing skills
Class Discussion
Peer Editing
Active Participation Strategies:
Art of a Sentence
Build Stamina
Partner & Whole Group
Discussion
Gallery Walk
Assessment Connections
Formative Assessments:
Teacher will observe and monitor student learning and engagement during each lesson.
Teacher will assess students understanding of key features of
nonfiction texts.
Students will choose 1 nonfiction book/informational text based on
THINK before you READ! organizer.
Teacher will assess for proper note-taking skills.
Teacher will physically check off each color light on student handouts
on Traffic Light Prewrite Handout.
Teacher will read through reports to check for understanding and

errors.
Summative Assessment:
Teacher will grade animal reports, taking into consideration the warm
and cool feedback of the reports (this shows if students give key
details, transitions and examples), as well as the prior steps of the unit
whole.
Materials and Resources
Nonfiction books/informational
texts
Nonfiction Book Scavenger
Hunt handout
SMART board
THINK before you READ!
organizer
Main Idea
Supporting Detail
Glossary
Prewrite
Topic Sentence
Key/Star Idea
Example
Conclusion
CUPS
Peer Edit
Gallery Walk
Fact
Warm vs. Cool Feedback
Juicy Words
Final Draft

Unit Vocabulary
Nonfiction
Informational text
Headings/subheadings
Index
Glossary
Table of Contents
Pre-Read
Just Right book
Note Taking graphic organizers
Glossary Graphic Organizer
Bulletin board of constructed
traffic light
Traffic Light Prewrite Handout
Computer lab and printers
Blue pens
Sample paper to be corrected
Post-It Notes
Pencils
Holy punch
Ribbon or rings

Lesson 1: Introduction to non-fiction texts

CCS:
RI2.5: Know and use various text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information in a
text efficiently.
RI2.7: Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
Lesson Objective:
Using an informational text and the Nonfiction Book Scavenger Hunt handout,
students will be able to identify, describe and give examples of five features
of non-fiction texts with 85% accuracy.
Engage and
Who can tell me one of their favorite books? *students to tell
Connect to Prior
their favorite books* My favorite book is Harry Potter I love
Knowledge
the fantasy and the magic, Hogwarts and Quidditch! There are
(hook student
a lot of other books that I love that dont have fantasy or
interests)
magic. Those books are called nonfiction books. You might
also hear them described as informational texts. Lets take a
look at one of my favorite nonfiction books!
Teacher Input (can
Teacher will hold up a stack of nonfiction books and
include presentations,
explain that nonfiction is a book genre that gives
videos, pictures, etc.)
information; it explains, informs, or persuades; the
and Modeling
author of a nonfiction book write about true and factual
(teacher demonstrates
how to use the input to
information.
achieve the objective).
Teacher will go over how nonfiction text looks different
I Do part of Gradual
from fiction:
Release.
Can also be referred to
o Chapter titles and section headers that preview
as Direct Instruction
information
o Words in a variety of fonts and sizes
o Bold or italic words to signal important words or
phrases
Teacher will project the cover of a non-fiction book Spots
and Stripes on the SMART board, and slowly go through
the book pointing out and explaining major text features
of non-fiction books:
o Chapter Titles
o Table of Contents
o Headings and subheadings
o Maps, charts, diagrams, photographs with
captions/labels
o Index
o Glossary
Teacher will explain that each of these nonfiction text
features are clues that will help them understand what
theyre reading.

Guided Practice
(We Do part of Gradual
Release)

Teacher will model using Spots & Stripes same nonfiction book to fill out the Nonfiction Book Scavenger
Hunt.

Together with the teacher, the class will go through and

fill out a Nonfiction Book Scavenger Hunt for another
nonfiction book, Underwater Creatures.
Teacher will leave Guided Practice version of Nonfiction
Book Scavenger Hunt on the board for students to
reference during Independent Practice.
Students will be broken up into groups of 3 to work
together on Nonfiction Book Scavenger Hunt, through
numbered heads (count students off as 1s, 2s, and 3s)
Groups will get to choose 1 nonfiction book (from the
large pile of nonfiction books) to use for Nonfiction Book
Scavenger Hunt.
Students will be given Nonfiction Book Scavenger Hunt
handout and will
During Independent Practice, teacher will circulate
around the room and check in to ensure groups have a
good understanding of key features of nonfiction texts,
including:
o Cover page
o Table of contents
o Headings and Subheadings
o Maps, charts, diagrams, photographs with
captions/labels
o Index
o Glossary
Students will turn in Nonfiction Book Scavenger Hunt
(and accompanying nonfiction book) as their Exit Ticket
for the day.

Independent
Practice (You Do part

of Gradual Release)

Formative
Assessment

(checks
for understanding
teacher will use to guide
instruction-should occur
throughout the lesson).

Summative
Assessment

N/A
(If

applicable)

Closure (reinforces
Key points; organize
student learning;
eliminate confusion; can
sometimes be combined
with assessment)

Students have now been introduced to nonfiction

books/informational texts and can identify many key
nonfiction text features.
Teacher will explain that in the coming days and weeks,
students will look more closely at one or two nonfictions
books.
At the end of the unit, students ultimate goal is to
publish their own nonfiction book.

Key Vocabulary:
Nonfiction
Informational
Headings/subheadings
Index
Glossary
Table of Contents

Materials:
Nonfiction books/informational
texts
Nonfiction Book Scavenger Hunt
handout (1 per student + extra)
Teachers Nonfiction book, Spots &
Stripes and Underwater Creatures
SMART board

Name:

Nonfiction Book Scavenger Hunt

Directions: Use your nonfiction book to answer the questions below.
1. The title of the book is
2. The cover of the book is a/an: (circle one)
photograph
3. Does the book have a Table of Contents?

illustration
Yes

No

4. How many chapters or sections are in the book?

5. Find the index. Choose 1 word. Write the word and page(s) it can be found on.

6. Find the glossary. Choose 1 word you dont know. Write the word and its
definition.

Word:

Definition:

7. Choose 1 page from the book that looks interesting to you. Read the whole page
and write down one interesting fact you learned on this page. Remember to put it
in your own words or put it in quotes!

My fact:

Lesson 2: Pre-reading
CCS:
RI2.1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RI2.5: Know and use various text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information in a
text efficiently.
RI2.6: Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
RI2.7: Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
RF2.4: Read with sufficient accuracy and fluency to support comprehension.
RF2.4a: Read on-level text with purpose and understanding.
W2.7: 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).
Lesson Objective: Using their selected informational text, student will be able to
apply their knowledge of pre-reading to discover and select 1 nonfiction books as
their topic for their Nonfiction/Informational Book Writing Project.
Engage and
Students will watch the intro of a Looney Tunes cartoon
Connect to Prior
featuring Wile E. Coyote and the Roadrunner. Teacher will stop
Knowledge
the YouTube video just before the demise of the Coyote.
(hook student
Teacher will prompt the students to predict what is going to
interests)
happen. How do we know? What gives us those clues?
Teacher Input (can
Teacher will introduce the concept of pre-reading
include presentations,
o Previewing a book or text to get a sense of the
videos, pictures, etc.)
structure and content
and Modeling
o
Sometimes activating prior knowledge on a topic
(teacher demonstrates
o
Provides context for possibly unknown topics and
how to use the input to
achieve the objective).
themes
I Do part of Gradual
o Setting a purpose for reading
Release.
o Builds students confidence to delve into complex
Can also be referred to
as Direct Instruction
tests
o Engages and interests students
Teacher will model pre-reading a nonfiction text using
Mammals:
o Predicting based on title of the book and cover
illustration/pictures: What could this book be
about?
o Activating prior knowledge: Do I know anything
about the topic of the book?
o Conducting a Picture Walk
o Looking at the Table of Contents: Will this book
give me enough information for my writing
project?

Reading the summary on the back of the book:

Does this topic interest me?
o Choosing a Just Right book: Open to a random
page and make sure the language is at the right
level
Teacher will introduce and model filling out the top 1/3 of
the THINK before you READ! organizer, using Mammals
on the SMART board.
Together, with the teachers help, the class will work to
fill out the remaining 2/3 of the THINK before you
READ! organizer, using Mammals.
Students will browse a table of nonfiction
books/informational texts and choose 2 that look
interesting.
Students will then pre-read both nonfiction
books/informational texts
After the initial pre-read, students will choose only 1
book to use for their THINK before you READ! organizer
and for their Nonfiction/Informational Book Writing
Project.
While students are working, teacher will circulate around
the room ensuring students are on the right track.
Students will share with their teacher how they feel
about their books and if they have chosen 1 book
should be able to explain why the topic of their book
interests them.
Students must choose a book/text they are truly excited
about, since they will be spending the next couple of
lessons working with them and cannot change their
minds once chosen.
o

Guided Practice
(We Do part of Gradual
Release)

Independent
Practice (You Do part

of Gradual Release)

Formative
Assessment

(checks
for understanding
teacher will use to guide
instruction-should occur
throughout the lesson).

Summative
Assessment

N/A
(If

applicable)

Closure (reinforces

Teacher will remind students about the importance of

pre-reading and the place pre-reading has in choosing a
nonfiction book/informational text to read and report on.
Students will share with the class their topic for their
Nonfiction/Informational Book Writing Project, based off
of their work from the THINK before you READ!
worksheet.
Key Vocabulary:
Materials:
Nonfiction book/Informational text
THINK before you READ!
Pre-read
Organizer (1x for each student +
Just Right book
extra + 1 for teacher)
Key points; organize
student learning;
eliminate confusion; can
sometimes be combined
with assessment)

Table of nonfiction
books/informational texts
SMART board
YouTube video featuring Wile E.
Coyote and Roadrunner

THINK before you READ!

Pre-reading Strategy Form
Title:

Author:

Genre:

Illustrator:

Number of pages:
Chapters: yes or no
Table of Contents: yes or no
Glossary: yes or no
Index: yes or no
What do you think is the authors purpose for
writing this book?

What do you think this book will mostly be

about?

Take a picture walk through the book. Write down 3 things you notice.
1.

2.

3.

Find 3 words in this book that you dont know and write what you think they mean.
I think the word

means

I think the word

means

I think the word

means

Lesson 3: Note Taking

CCS:
RF2.4: Read with sufficient accuracy and fluency to support comprehension.
RF2.4a: Read on-level text with purpose and understanding.
L2.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
RI2.1: Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Lesson Objective: Students will be able to discover, identify and list main ideas and
supporting details in their nonfiction books/informational texts, making sure to add
at least 5 pieces of new information to their Note-Taking Graphic Organizers and 2
words to their graphic Glossary organizers.
Engage and
TLAC: Frontload the Writing strategy
Connect to Prior
Now that we have all settled on our one nonfiction book on
Knowledge
which we are going to base our Informational Book Writing
(hook student
Project, please take our a piece of paper and, take 3 minutes
interests)
and write down as many things as you can that you remember
seeing yesterday during your pre-read. We will then take
another 3 minutes and share our information with our shoulder

partners.
Teacher Input (can
include presentations,
videos, pictures, etc.)

and Modeling
(teacher demonstrates
how to use the input to
achieve the objective).
I Do part of Gradual
Release.
Can also be referred to
as Direct Instruction

Guided Practice
(We Do part of Gradual
Release)

Independent
Practice (You Do part

of Gradual Release)

Formative
Assessment

(checks
for understanding
teacher will use to guide
instruction-should occur
throughout the lesson).

Summative
Assessment

Teacher will explain note-taking procedures

o Extracting the main ideas and supporting details
from the text
o Within each main heading, notes are to be taken
from under the subheadings (i.e. Heading:
Animals Anatomy, Subheading: Teeth)
Teacher will model note-taking on Note Taking Graphic
Organizers using bullet points using What my animal
looks like section
o Teacher will include instructions for adding your
own subheading sections
Teacher will introduce graphic Glossary organizer
o Teacher will model putting 1 word onto graphic
Glossary organizer
Teacher will include students in filling out notes for What
my animal eats and beginning of How my animal
behaves
Students will help teacher add 1 word onto graphic
Glossary organizer
Students will be released to seats to take notes on their
nonfiction book/informational text, using Note Taking
Graphic Organizers
Students will be encouraged to find 3 words to put on
their graphic Glossary organizer
Teacher will circulate throughout lesson, aiding struggling
students
Teacher will check for proper note-taking skills
o Depending on level of confidence/ability in notetaking skills, teacher may re-teach during another
lesson)

N/A
(If

applicable)

Closure (reinforces
Key points; organize
student learning;
eliminate confusion; can
sometimes be combined
with assessment)

Teacher will conduct brief think, pair, share of 1

interesting fact or word they put on their graphic
Glossary organizer.
Teacher will emphasize the importance of note-taking
while reading nonfiction books/informational text
Students will be reminded that note-taking aids in the
longer-term writing process, beginning with pre-writing
during the next lesson
Students will put all work in Work in Progress folder to be

Key Vocabulary:
Main Idea
Supporting Detail
Glossary

continued during the next lesson

Materials:
Graphic Organizers for Note
Taking (3 pages) x each student +
teacher example
Graphic Glossary organizer (2x
for each student + teacher
example)

Name:
Directions: Take notes about each sub heading.

What my animal looks like

What my animal eats

How my animal behaves

Name:
Directions: Take notes about each sub heading.

Who are my animals enemies?

Where does my animal live?

FUN FACTS ABOUT MY ANIMAL

Name:
Directions: Take notes about each sub heading.

Name:

Glossary

Lesson 4: Prewriting
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.2.7: 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).
Lesson Objective: SWBAT write a complete paragraph including a topic sentence,
key ideas, examples and a conclusion using the Traffic Light Prewrite handout.
Students will complete the handout with 100% accuracy as the teacher checks for
understanding.
Engage and
Warm up:
Connect to Prior
What does this look like class? Teacher introduces a bulletin
Knowledge
board with a construction paper traffic light. Yes! A traffic light!
(hook student
What do the colors mean? I want you to share with your
interests)
shoulder partner what each color could mean when you are
writing.
Teacher Input (I
Teacher will show the class by lifting each light flap:
Do)
Green means, Go : Write a topic sentence
Yellow means, Slow Down: Give key/ star idea (reason, detail
or fact). Use a transition word.
Red means, Stop! Explain- give an example.
Green again means, Go Back! Remind the reader of your
topic, your concluding sentence.
Guided Practice
Teacher will then read short text, A Traffic Light. The text will be
(We Do part of
projected by an overhead so that students can follow along. By
Gradual Release)
cold calling on students, students will point out Topic Sentence,
Key Ideas, Example, and Conclusion (reminder of topic). This
will create a discussion and checking for understanding before
being released to independent practice.
Independent
Students have selected informational text for an animal report
Practice (You Do
and in the previous lesson used graphic organizers to compile
part of Gradual
ideas. They will now do an independent prewrite using the
Release)
Traffic Light Handout.
Formative
During independent practice, teacher will circulate the room to
Assessment
physically check off each color light on student handouts.
(checks for
understanding
teacher will use to
guide instructionshould occur
throughout the
lesson).
Closure
As students exit for recess, each will be asked what the main
(reinforces Key
idea of their paragraph was.
points; organize

student learning;
eliminate
confusion; can
sometimes be
combined with
assessment)
Key Vocabulary: Prewrite, Topic
Sentence, Key/ Star idea, Example,
Conclusion

Materials: Bulletin board of constructed

traffic light, Traffic Light Prewrite
Handout

Name:

Traffic Light Pre-Write

Go! Write your topic sentence
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Slow Down! Give a key/star idea (reason, detail or fact). Use a
transition
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Stop! Explain- give an example
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

Go Back! Remind the reader of your topic

_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

Lesson 5: Proofreading & Peer Editing

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.2.6: With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
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).
Lesson Objective: SWBAT share animal report with shoulder partner. Using a blue
pen, students will be able to peer-edit finding errors with ninety percent accuracy.
Engage and
Warm up:
Connect to Prior
Students will watch the YouTube video Punctuation Explained
Knowledge
(by Punctuation!), by Scratch Garden. This hook reminds the
(hook student
students of their prior knowledge on correct punctuation.
interests)
https://www.youtube.com/watch?v=LdCOswMeXFQ
Teacher Input (I
Class, in the last few days you have each completed three
Do)
Traffic Light Prewrites and over the weekend compiled them to
create your informational, Animal Reports. I am now going to
show you how you are going to help one another in a peer
edit. Teacher places a sample animal report on the overhead
and proceeds to check for CUPS:
Capitalization: double underline letters that need capitalization:
africa
Usage: make sure the words make sense
Punctuation: add commas, periods, question marks or
exclamation marks
Spelling: circle misspelled words
Guided Practice
Students will meet with shoulder partners (teacher has pre(We Do part of
selected shoulder partners, assigned seats are strategic
Gradual Release)
pairings- for challenging student ideas), and complete peer
reviews. Student A reads aloud Student Bs paper and they
correct together. Once done, they move to Student As paper.

Independent
The class will walk to the computer lab to type animal reports.
Practice (You Do
They will use their peer edit to make changes and also use the
part of Gradual
computers spell check. By typing what they have written,
Release)
students will also find further corrections to be made.
Formative
Teacher will read through reports to check for understanding
Assessment
and errors.
(checks for
understanding
teacher will use to
guide instructionshould occur
throughout the
lesson).
Closure
As students exit for recess, teacher will ask for meaning of one
(reinforces Key
of the letter abbreviations for: C-U-P-S. This is a verbal exit
points; organize
ticket at the threshold.
student learning;
eliminate
confusion; can
sometimes be
combined with
assessment)
Key Vocabulary: CUPS, Peer Edit
Materials: Computer lab, printer, blue
pens, SmartBoard/overhead with sample
to be corrected, animal report rough
drafts.

Lesson 6: Gallery Walk

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).
Lesson Objective: Students will partake in a gallery walk. Students will read others
animal reports, leaving warm and cool feedback on post it notes. Afterwards,
SWBAT contribute at least two learned facts each to a group discussion.
Engage and
Did you know that zebra stripes are like fingerprints? Every
Connect to Prior
zebra has its own unique stripes unlike any other! I learned this
Knowledge
interesting fact by reading Billys animal report. Today, each of
(hook student
you will have the chance to read informational reports so that
interests)
we can share and learn from one another.
Teacher Input (I
Teacher demonstrates how the gallery walk will take place.
Do)
Teacher shows how to walk from desk to desk, and read the
report, leaving warm and cool feedback with post it notes about
the animal report.

Independent
Practice (You Do
part of Gradual
Release)
Guided Practice
(We Do part of
Gradual Release)

Formative
Assessment
Closure
(reinforces Key
points; organize
student learning;
eliminate
confusion; can
sometimes be
combined with
assessment)

Using post it notes:

Warm Feedback: I like how you explain why kangaroos hop by
Cool Feedback: It would be even cooler if you explain why bats
are nocturnal.
Students partake in gallery walk.

Please meet me on the rainbow carpet so that we can discuss

what youve learned today. Teachers will cold call on students
(with prepared guided questions: e.g. Is your animal a mammal,
reptile, amphibian etc.) to share what they have learned by
reading each others animal reports. Students can also share
warm and cool feedback to stretch what theyve learned and
what more they would like to learn. This literacy lesson
demonstrates reading, writing, listening and speaking.
The contribution of discussion, synthesizing what theyve
written, read and then reflected on verbally.
As students leave at dismissal, they will tell the teacher the
main idea of what they would like to write on next.

Key Vocabulary: Gallery Walk, fact, Warm

vs. Cool Feedback

Materials: Post- It notes, pencils, Rough

Draft Animal Reports set at each student
desk

Name: Gretchen Gegen and Tamar Resnick

Lesson 7: Final Drafts and Publishing
CCS:
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.2.7: 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).
Lesson Objective: Using peer-edited rough drafts and student warm and cool
feedback, students will be able to modify and apply changes in order to write an
Informational Book Writing Project. Reports will be assessed based on teachercreated rubric.
Engage and
Students have moved through Blooms Taxonomy to arrive at
Connect to Prior
the creation of an informational Animal Report. Jenny what are
Knowledge
you writing aboutBilly what is your animal Teacher will
(hook student
engage students in a class discussion to connect with prior
interests)
knowledge and reintroduce the concept of the final report. This
gives students the opportunity to think out loud and share the
information they intend to present on in the report.
Teacher Input (can
Teacher will model using edited rough drafts and
include presentations,
warm/cool feedback to add juicy words onto final draft
videos, pictures, etc.)
paper using What my animal looks like section.
and Modeling

Teacher will emphasize using correct spelling and

(teacher demonstrates
how to use the input to
grammar throughout the final Informational Book Writing
achieve the objective).
Project.
I Do part of Gradual
Release.
Can also be referred to
as Direct Instruction

Guided Practice
(We Do part of Gradual
Release)

Independent
Practice (You Do part

Students will help teacher edit rough draft using What

my animal eats section

Students will use the remaining time to revise and turn

their rough draft into a final draft
o Using peer editing and warm/cool feedback
Students will complete their glossaries
Students will complete pictures/diagrams
Students will hole punch and bind books
Teacher will circulate throughout lesson, aiding struggling
students.
Teacher will ensure students are properly revising their
rough drafts.

of Gradual Release)

Formative
Assessment

(checks
for understanding
teacher will use to guide
instruction-should occur
throughout the lesson).

Summative
Assessment
applicable)

(If

Teacher will grade animal reports, taking into

consideration the warm and cool feedback of the reports
(this shows if students give key details, transitions and


Closure (reinforces
Key points; organize
student learning;
eliminate confusion; can
sometimes be combined
with assessment)

Key Vocabulary:
Juicy Words
Final Draft

examples), as well as the prior steps of the unit whole.

Teacher will grade students Informational Book Writing
Project based on teacher-created rubric.
Teacher will ask for students help retelling the process of
reading and writing for their Information Book Writing
Project.
Teacher will emphasize that students now have the
ability to read and write informational texts.
Students may take home their Informational Book Writing
Project to share with family and friends.
Materials:
Edited rough draft of teachers
project
Final draft writing paper
Hole punch
Ribbon or rings

Name:

Informational Book Writing Project Grading

Rubric
Category
The writers
notes are
organized by
heading and
subheading.
The writer
uses
paragraph
structure for
his or her first
draft.
The writer
uses facts,
definitions and
details to
develop his or
her opinions.
The writer
uses transition
words and
phrases to
connect ideas
within
categories of
information.
The writer
provides a
concluding
statement or
section.
The writer
includes
illustrations
and/or
diagrams in
his or her
report.

Notes

The writer has

made all peeredit
suggestions in
his or her final
draft.