compose an informative essay lesson plan grade 7

Grade 7 English Module: Informative Essay

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.

This module was designed and written with you in mind. It is here to help you master the writing of an informative essay. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The arrangement of the lessons follows the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.

The module is mainly about: Informative Essay

Essay writing brings more benefits than browsing the social networking sites. It sharpens your mind and make you more creative than hitting likes and sharing your friends’ posts. The ability to share something from your mind is a plausible act.

One of the basic types of essays that students need to learn is the informative essay. An informative essay is based on facts to educate or inform an audience on a particular topic. An informative essay is the basic type of essays and its primary goal is to educate the reader by communicating facts or proving explanation on a particular topic.

After going through this module, you are expected to:

1. define informative essay;

2. give the characteristics of informative essay; and

3. compose an informative essay.

Grade 7 English Quarter 4 Self-Learning Module: Informative Essay

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English Quarter 4 – Module 7: Compose an Informative Essay

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EL Education Curriculum

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• ELA 2019 G7:M1:U2:L9

Write a Compare and Contrast Essay: Plan an Introduction

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 7
• ELA 2019 G7:M1
• ELA 2019 G7:M1:U2

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Focus Standards:  These are the standards the instruction addresses.

• RL.7.9 , W.7.2a , W.7.5 , W.7.9a , W.7.9b

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• RL.7.1 , RI.7.1 , W.7.4 , W.7.6 , W.7.10 , SL.7.1 , L.7.6
• I can plan the introduction of a compare and contrast essay with a strong focus statement. ( W.7.2a , W.7.5 )
• Opening A: Entrance Ticket: Unit 2, Lesson 9 ( W.7.2a )
• Work Time A: Similarities and Differences: A Long Walk to Water and "The 'Lost Girls' of Sudan" note-catcher ( RL.7.1 , RL.7.9 , RI.7.1 , W.7.9 )
• Work Time C: Introduction of part of the Informative Writing Plan graphic organizer ( W.7.2a , W.7.4 , W.7.5 , W.7.9a , W.7.9b )
• Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 9 at each student's workspace.
• Review the Informative Writing checklist to become familiar with what will be required of students over the remainder of the unit.
• Preview the Language Dive Guide, and consider how to invite conversation among students to address the language goals suggested under each sentence chunk strip (see Materials list). Select from the questions and goals provided to best meet students' needs.
• Post the applicable anchor charts (see Materials list).

Tech and Multimedia

• Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supports guided in part by CA ELD Standards 7.I.A.4, 7.I.B.6, 7.II.A.1, 7.II.A.2, 7.II.B.5, 7.II.C.6, and 7.II.C.7.

Important Points in the Lesson Itself

• To support ELLs, this lesson explicitly teaches students how to plan an introductory paragraph for a compare and contrast essay. This explicit introduction to writing an opening paragraph is beneficial to ELLs because the academic language necessary for doing this task often has to be learned directly from instruction since it entails academic language and language structures not used in everyday speech.
• ELLs may find using the extensive Informative Writing Plan graphic organizer challenging because it requires students to generate a lot of abstract language in a short amount of time. Therefore, additional supports such as the ones listed below may be useful.
• focus statement, introduction (A)

(A): Academic Vocabulary

(DS): Domain-Specific Vocabulary

• Close Readers Do These Things anchor chart (one for display; from Unit 1, Lesson 4, Opening A)
• Academic word wall (one for display; from Unit 1, Lesson 1, Opening A)
• Domain-specific word wall (one for display; from Unit 1, Lesson 1, Work Time B)
• Similarities and Differences: A Long Walk to Water and "The 'Lost Girls' of Sudan" note-catcher (example for teacher reference) (from Unit 2, Lesson 8, Work Time B)
• Criteria of an Effective Informative Essay anchor chart (one for display; from Unit 2, Lesson 7, Work Time A)
• Criteria of an Effective Informative Essay anchor chart (example for teacher reference) (from Unit 2, Lesson 7, Work Time A)
• Work to Become Ethical People anchor chart (one for display; from Unit 1, Lesson 2, Opening B)
• Work to Become Ethical People anchor chart (example for teacher reference) (from Unit 1, Lesson 2, Opening B)
• Vocabulary log (one per student; from Unit 1, Lesson 2, Opening A)
• A Long Walk to Water (text; one per student; from Unit 1, Lesson 1, Work Time C)
• “The ‘Lost Girls’ of Sudan” article (one per student and one for display; from Unit 2, Lesson 1, Work Time A)
• Similarities and Differences: A Long Walk to Water and “The ‘Lost Girls’ of Sudan” note-catcher (one per student; from Unit 2, Lesson 8, Work Time B)
• Compare and Contrast Model Essay (one per student and one for display; from Unit 2, Lesson 7, Work Time A
• Painted Essay® template (one per student and one for display; from Unit 2, Lesson 7, Closing and Assessment A)
• Entrance Ticket: Unit 2, Lesson 9 (answers for teacher reference)
• Language Dive Guide: Compare and Contrast Model Essay, Focus Statement (for teacher reference)
• Language Dive: Compare and Contrast Model Essay, Focus Statement note-catcher (for teacher reference)
• Informative Writing checklist (example for teacher reference)  
• Informative Writing Plan graphic organizer (example for teacher reference)
• Entrance Ticket: Unit 2, Lesson 9 (one per student)
• Online or print dictionaries (including ELL and home language dictionaries; one per small group of students)
• Index cards (one per student)
• Language Dive: Compare and Contrast Model Essay, Focus Statement sentence chunk strips (one per pair of students and one for display)
• Language Dive: Compare and Contrast Model Essay, Focus Statement note-catcher (one per student and one for display)
• Informative Writing checklist (one per student and one for display)
• Informative Writing Plan graphic organizer (one per student and one for display)
• Informative Writing Plan graphic organizer ▲
• Homework: Focus Statements (one per student; see unit download)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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