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Creating Informational Texts Lesson Plan: o Language

This lesson plan spans one week and teaches 3rd grade students how to write their own informational books. Each day focuses on a different step of the writing process. To start, students brainstorm topics they are familiar with and learn the parts of an informational book. They then pre-write and draft the first part of their books. Later lessons involve peer reviewing, revising, adding illustrations, and finally binding and presenting their finished books. The goal is for students to understand how to write in an informational style and complete their own original non-fiction works.

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46 views

Creating Informational Texts Lesson Plan: o Language

This lesson plan spans one week and teaches 3rd grade students how to write their own informational books. Each day focuses on a different step of the writing process. To start, students brainstorm topics they are familiar with and learn the parts of an informational book. They then pre-write and draft the first part of their books. Later lessons involve peer reviewing, revising, adding illustrations, and finally binding and presenting their finished books. The goal is for students to understand how to write in an informational style and complete their own original non-fiction works.

Uploaded by

api-282151028
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Creating Informational Texts Lesson Plan

Student Background: 3rd grade students, the classroom contains both ESL intermediate
students and native English speakers
Content Area: Language Arts-writing workshop
Standards: CCSS.ELA-LITERACY.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
Theme: Writing a book on a topic of the students choice, the main theme is informational
non-fiction text
Lesson Topic: Students will choose a skill/hobby that they are familiar with and they will
create their own informational book about that specific topic.
Objectives:
o Language:
Students will be able to identify the key components of an informational, nonfiction text such as: table of contents, glossary, etc.
Students will peer review and practice giving feedback on their peers writing
and receiving feedback from their peers on their own writing in order to make
the necessary revisions.
o Content:
Students will create their own, original informational text.
Students will be able to demonstrate their understanding of the process of
writing and editing a non-fiction book.
Key vocabulary: front cover, back cover, table of contents, title page, glossary, pre-writing,
drafting, revising, editing, publishing, informational text, non-fiction
Materials: construction paper, markers, classroom computers, lined paper, pencils, notebook,
hole punch, yarn, examples of informational texts (Bug Detective by: Maggie Li, All About
Maps by: Catherine Chambers, Milk from Cow to Carton by: Aliki Brandenberg, Up in the
Garden and Down in the Dirt by: Kate Messner, and Water Is Water: A Book About the Water
Cycle by: Miranda Paul)
Length of Lesson: This lesson should be completed during the 60 minute Language Arts
period every day, over the course of one week

Motivation: (15-20 minutes)


First, read and explain the content and language objectives of this lesson. Explain to

students that this lesson will be completed over the course of one week during their
Language Arts period every day. Ask students if they have any questions about the
objectives. (NOTE: this specific lesson plan only includes what should be completed
during the first 60 minute Language Arts period of the week, other lesson plans will be
provided throughout the week)
Building Background knowledge:

o
o

Have students recall the book they read last week in Science: Ocean sunlight:
how tiny plants feed the seas by: Molly Bang (bring the book out to refresh
students memory)
Explain that this book is an example of an informational text using the
topic of the ocean. Use this to connect to what students will want to write
their own informational texts on
Have students brainstorm and write down 3-5 activities that they know how to do
(and enjoy doing) or know a lot about. Ex: dance, piano, soccer, bugs, spaceships,
the ocean, etc.
Ask if the students have ever read any informational non-fiction texts besides :
Ocean sunlight: how tiny plants feed the seas by: Molly Bang
Introduce the terms non-fiction and informational text

Includes facts, provides information on a specific topic, provides


definitions and vocabulary
Show other examples of non-fiction texts. Read one of the provided books
out loud to the whole class and then pass around the rest for students to
look at/notice how they are formatted
Informational books that will be provided to look at/read out loud are: Bug
Detective by: Maggie Li, All about Maps by: Catherine Chambers, Milk
from Cow to Carton by: Aliki Brandenberg, Up in the Garden and Down
in the Dirt by: Kate Messner, and Water Is Water: A Book About the Water
Cycle by: Miranda Paul
Explain to students that they are going to write an informational book about
something they are motivated by/something they are interested in (the topics that
they wrote down/brainstormed earlier). Explain that they do not have to be an
expert at the activity/subject that they choose, but they should have some
background knowledge on it.

Presentation: (15 minutes)

First, teach the parts of the an informational book (write these terms on the board so
they can see them):
o Front cover, title page, table of contents (if needed), dedication page
(optional), glossary, back cover
o Show examples of these parts from the example books provided that the
students looked over earlier
o Hold up one of the example books and ask students what the different parts
are in order to review and make sure that they understand
Next, explain the process of a writers workshop:
o Pre-writing, drafting, revising, editing, publishing
o Explain how the students will be creating their own books throughout the
week in steps each day and they will be providing feedback to each other and
making revisions (writers workshop)

Practice/Application: (20-25 minutes)

Brainstorming and pre-write:


o PRE-WRITE: Have students choose which topic they are going to write their
book on and free-write for 5 minutes (time them and tell them to not stop writing
for the whole 5 minutes, just get any ideas down and dont worry about
spelling/grammar, etc. only worry about the content and their ideas
Then have students use the classroom desktops, and dictionaries in order to look up any
definitions of vocabulary that relates to the informational topic of their book (example:
soccer terminology, dance terminology. etc.
If there is time, have the students work on their first rough draft of their book in their
notebooks. Have them connect the ideas and make sentences out of what they wrote
down during the free-write.

Review/Assessment: (2-3 minutes)

Check students understanding of the objectives by asking them how many of the
objectives that were stated at the beginning of the lesson (write them on the board again
for a reminder) were covered.
Explain to students that they will be continuing with this activity throughout the week

Extension:

The next class, students will continue working on their rough drafts
Then there will be a peer review training session that models what students should look
for when peer reviewing so that their comments are useful to the writer.
After the training session the students will do a peer review and editing process (they will
review each others books and the teacher will also provide feedback)
o Feedback will focus on the content of their books, not a lot on the
grammar/spelling
Students will then make illustrations for their books and write down their final copies on
nice paper/construction paper
Students will bind together the books by hole punching and using yarn
At the end of the week there will be a book viewing gallery: students will display their
books and walk around and read each others books

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