INFORMATIONAL

WRITING UNIT PLAN

Cristina Vila Dyler

Contents
Unit Overview and Rationale..........................................................................................................2
Learning Sequence...........................................................................................................................3
Unit Assessment Plan......................................................................................................................5
Assessment Matrix...........................................................................................................................7
Assessment Overview......................................................................................................................8
Differentiations/Modifications/Accommodations...........................................................................9

1
Unit Overview and Rationale
This unit spans 12 days or around 3 weeks. The goal for this unit is for students to

understand how to write paragraphs. In the mystery story writing, I noticed that students did not

know what paragraphs were and were confused about what they entailed. As such, I decided to

create an informational writing unit where students learn how to create paragraphs by creating an

informational book. Additionally, students are learning skills such as how to read an

informational book and its elements as well as how to do research.

The first 3 days are the pre-write stage where students brainstorm an animal, design

research questions, research their animal and preview information texts. The next 7 days contain

mini-lessons where students learn how to write elements of a paragraph. We will first go over

topic sentences, relevant details, and closing sentences. After each mini lesson, students will

have time to work on that element of the paragraph for their rough draft. By teaching the students

this way, I am scaffolding their learning.

2
Learning Sequence
Date and GO SO Assessment Key Learning Activities Equipment/
Lesson Title Questions Resources/
related to Technology
this Lesson

Day 1: GO 3 3.1 Plan and Observation What -using vertical -vertical

identifying a focus (F) animals live surfaces, students surfaces
topic and in Canada? brainstorm animals
designing that live in Canada
research -students choose
questions one animal from
their brainstorming
and design research
questions

Day 2: GO 3 3.2 Select Observation Why do we -students research -Laptops:

Research and process (F) use a variety an animal of their secure sites
of choosing from such as .ca,.
3.3 Organize, Canada
resources? og, .com
Record and -students
Evaluate

Friday March GO 3 3.2 Select Observation What are -on vertical surfaces, -Vertical
24: Elements and Process (F) the students look at surfaces
of an Conversation elements of informational texts -variety of
informational (F) an on animals and informational
book information identify elements of books from
al text? learning
commons

Monday GO 2 2.4 Create -popsicle What is a -watch video on -No-prep

March 27: Original Texts sticks (F) topic topic sentences. Paragraph
Topic - observation sentence -create topic writing by
Sentences (F) and why do sentences as a class Pam Olieri
-Conversation we use it? -identify topic -task cards
(F) sentences in a -youtube
variety of video
paragraphs
-create topic
sentences for their
own paragraphs

Tuesday, GO 2 2.4 Create -popsicle What is an -watch video on No-prep

March 28: Original Texts sticks (F) introductio introductions Paragraph
Topic -Observation n and why -explain that the writing by
sentences (f) do we use topic sentence helps Pam Olieri
-Conversation them create the
it?
(F) introduction
-create an

3
introduction for
their informational
book
Thursday GO 2 2.4 Create -popsicle What are -discuss relevant No-prep
March 30: Original Texts sticks (F) relevant details Paragraph
Relevant -Observation -cut and glue writing by
details and
details (F) information in Pam Olieri
why do we writers’ notebook
-conversation use them? -identify irrelevant
(F) details in paragraphs

Monday April GO2 2.4 Create -popsicle What are - relevant details No-prep
3: Relevant Original Texts sticks (F) relevant task cards Paragraph
Details Observation details and -create relevant writing by
(f) why do we details for a topic Pam Olieri
Conversation
use them?
(F)
Tuesday April GO 2 2.4 Create -Observation How do I -create relevant No-prep
4: Original Texts (F) add details for own Paragraph
Relevant -conversation relevant paragraphs writing by
details and (F) details in -start creating Pam Olieri
informational informational book Informational
my own
book writing? books
laptops
Thursday April GO 2 2.4 Create Observation How do I -students work on No-prep
6: Original Texts (F) create an creating their Paragraph
informational Conversation information informational book writing by
book work (f) al book? Pam Olieri
period
Tuesday April GO 4 4.1 Enhance Peer- How do I -in pairs, students No-prep
18: Editing and improve assessment edit my edit each other’s Paragraph
4.2 Attend to Self- writing? writing writing by
Conventions assessment -students edit their Pam Olieri
(F/S) own writing

Friday April GO 2 4.1 Enhance Self- How do I -students finish their No-prep
21: Final copy and improve assessment edit my final copy of their Paragraph
4.2 Attend to (F/S) writing? informational book writing by
Conventions Rubric (S) Pam Olieri

Unit Assessment Plan

Unit Assessment Plan
Subject: ELA Topic: Informational Writing
Grade: 5 Length: 12 days
Stage 1 – Desired Results
General Outcomes (GO’s):
Students will be able to…

4
listen, speak, read, write, view and represent to
- comprehend and respond personally and critically to oral, print and other media texts. (GO 2)
- to manage ideas and information. (GO 3)
- enhance the clarity and artistry of communication. (GO 4)
Constructs: Essential Questions:
 students will create paragraphs  What are the elements of an informational
 students will edit their paragraphs text?
 students will manage information  What is a topic sentence and why do we use
it?
 What is an introduction and why do we use
it?
 What are relevant details and why do we use
them?
 What are transition words and why do we
use them?
 What is a closing sentence and why do we
use it?
 I can edit my paragraphs for grammar,
spelling, capitalization and punctuation.
Specific Outcomes (SO’s):
Students will be able to…
2.4 Create Original Texts
 Structure Texts: use structures encountered in texts to organize and present ideas in own
oral, print and other media text
 Generate ideas: use texts from listening, reading and viewing experiences as models for
producing own oral, print and other media texts
3.1 Plan and Focus
 Determine information needs: identify categories of information related to particular topics,
and ask questions related to each category
3.2 Select and Process
 Use a variety of sources: locate information to answer research questions, using a variety of
sources, such as newspapers, encyclopedias, CDROMs, a series by the same writer, scripts,
diaries, autobiographies, interviews and oral traditions
 Access Information: skim, scan and listen for key words and phrases
 Evaluate sources: determine the usefulness and relevance of information for research
purpose and focus, using pre-established criteria
3.3 Organize, Record and Evaluate:
 Record information: combine ideas and information from several sources
4.1 Enhance and Improve
 Revise and Edit: revise to add and organize details that support and clarify intended meaning
 Enhance legibility: write legibly, using a style that is consistent in alignment, shape and slant
4.2 Attend to Conventions
 Attend to grammar and usage: use connecting words to link ideas in sentences and
paragraphs
 Attend to spelling: Use phonic knowledge and skills, visual memory, the meaning and
function of words in context, and spelling generalizations to spell with accuracy in own writing
 Attend to capitalization and punctuation: use capital letters, appropriately, in titles, headings

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and subheadings in own writing
Prior understandings… Where does this lead? (Future outcomes in
 Students already know how to construct the same course, following grade-level
complete sentences. classes, etc.)
 Students already understand that writing  Students should be able to apply their
must include paragraphs paragraph writing skills across all writing
 Students already know that an indent activities and subjects.
indicates the start of a paragraph
Stage 2 – Assessment Evidence
Pre-Assessment
- Observation: watching the students attempt to add paragraphs in their narrative
stories. I observed students not knowing what a paragraph was or what it entailed.
This showed me that students need to learn the structure of how to write a paragraph.
Formative Assessments
- Self-assessment
- Popsicle sticks
- Peer assessment

Summative Assessment(s)
- Informational book (rubric)
- Self-assessment rubric

Other Evidence (observations, work samples, dialogues)

-conversations
-observation

Assessment Matrix
Learnin
g Informatio Observati
Self- Peer- Popsic
Conversatio
Outcom Title assessme assessme le
nal book on n
nt nt sticks
es
Type S F F/S F F
(Specific (Formative/Summative)

Outcom Weighting N/A 50% N/A N/A

es) 75%

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Structure Texts: use structures x
encountered in texts to
organize and present ideas in x x x x x
own oral, print and other
media text
Generate ideas: use texts
from listening, reading and
x
viewing experiences as models x x x
for producing own oral, print
and other media texts
Determine information needs:
identify categories of
information related to
x x
particular topics, and ask
questions related to each
category
Access Information:
x
skim, scan and listen for key x x x
words and phrases
Evaluate sources: determine
the usefulness and relevance
x
of information for research x x x
purpose and focus, using pre-
established criteria
Record information: combine
ideas and information from x x x x
several sources
Revise and Edit: revise to add
and organize details that x
x x x
support and clarify intended
meaning
Enhance legibility: write
legibly, using a style that is x
x x x
consistent in alignment, shape
and slant
Attend to grammar and
usage: use connecting words x
x x x
to link ideas in sentences and
paragraphs
Attend to spelling: Use phonic
knowledge and skills, visual x
memory, the meaning and
function of words in context, x x x
and spelling generalizations to
spell with accuracy in own
writing

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Assessment Overview
Formative
Assessment or
Brief Description Summative
Tool Assessment
?
Students create an informational book about an animal from Canada
of their choosing. The book must contain an introduction, 3 body
Informationa
paragraphs that include a topic sentence, relevant details, transition S
l Book
words, and a concluding sentence as well as a closing paragraph.
This will be summative evaluated using a rubric.
Students self-assess their rough draft of their paragraphs using the
Lucy Calkins informational writing checklist. This is both
Self-
summative and formative in nature as students are evaluating their F/S
assessment
own work (S) yet they can use the checklist to help them improve
their writing for their final draft (F)
Peer-
In pairs, give their partner feedback using 2 stars and a wish. 2 stars
assessment
meaning 2 things their partner did well, and a wish meaning one F
(2 stars and a
thing their partner could improve on.
wish)

As students are working, circulate the classroom observing students

Observation F
work and giving feedback as needed.

When students are given a task, I will use popsicle sticks to

randomly call upon students to give me their answer for the activity
Popsicle
that we are working on that day. The randomization ensures I do not F
sticks
call upon the “usual suspects” for an answer, allowing me to
formatively assess where students are at.
Every day, at the end of each lesson, go back to the essential
question written on the board and ask the students to answer. Have
a conversation using turn and talk or think-pair-share. This allows
Conversation me to formatively assess where students are at. If majority of F
students do not understand, I need to go back and re-teach the
lesson. If only some students don’t understand, I can pull those
students aside and give them further instruction.

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Differentiations/Modifications/Accommodations
A A is an ELL student. I believe it would be beneficial to her to work on word work
during ELA. This allows Alisse to build the foundational knowledge of words.
L and O L has an ISP and struggles with writing clearly. O also has issues writing clearly. To
accommodate for them, they can use a laptop to write their paragraphs, however
the planning must be done on paper.
D D will need extra instruction on paragraph writing, especially when adding relevant
details.
Or/J /G These students are always off task. They will need to be monitored closely to
ensure they are on task. These students can be brought to the back table so that
they are removed from distractions and I can check up on them.
X X has demonstrated issues with putting his ideas onto paper during personal
narrative writing. For this specific writing unit, I think X will excel as it is fact based
rather than personal ideas. However, I will need to check up on X frequently to
ensure he is on task.