informative essay mini lesson

Informative Essay — Purpose, Structure, and Examples

What is informative writing?

Informative writing educates the reader about a certain topic. An informative essay may explain new information, describe a process, or clarify a concept. The provided information is objective, meaning the writing focuses on presentation of fact and should not contain personal opinion or bias.

Informative writing includes description, process, cause and effect, comparison, and problems and possible solutions:

Describes a person, place, thing, or event using descriptive language that appeals to readers’ senses

Explains the process to do something or how something was created

Discusses the relationship between two things, determining how one ( cause ) leads to the other ( effect ); the effect needs to be based on fact and not an assumption

Identifies the similarities and differences between two things; does not indicate that one is better than the other

Details a problem and presents various possible solutions ; the writer does not suggest one solution is more effective than the others

Purpose of informative writing

The purpose of an informative essay depends upon the writer’s motivation, but may be to share new information, describe a process, clarify a concept, explain why or how, or detail a topic’s intricacies.

Informative essays may introduce readers to new information .

Summarizing a scientific/technological study

Outlining the various aspects of a religion

Providing information on a historical period

Describe a process or give step-by-step details of a procedure.

How to write an informational essay

How to construct an argument

How to apply for a job

Clarify a concept and offer details about complex ideas.

Explain why or how something works the way that it does.

Describe how the stock market impacts the economy

Illustrate why there are high and low tides

Detail how the heart functions

Offer information on the smaller aspects or intricacies of a larger topic.

Identify the importance of the individual bones in the body

Outlining the Dust Bowl in the context of the Great Depression

Explaining how bees impact the environment

How to write an informative essay

Regardless of the type of information, the informative essay structure typically consists of an introduction, body, and conclusion.

Introduction

Background information

Explanation of evidence

Restated thesis

Review of main ideas

Closing statement

Informative essay introduction

When composing the introductory paragraph(s) of an informative paper, include a hook, introduce the topic, provide background information, and develop a good thesis statement.

If the hook or introduction creates interest in the first paragraph, it will draw the readers’ attention and make them more receptive to the essay writer's ideas. Some of the most common techniques to accomplish this include the following:

Emphasize the topic’s importance by explaining the current interest in the topic or by indicating that the subject is influential.

Use pertinent statistics to give the paper an air of authority.

A surprising statement can be shocking; sometimes it is disgusting; sometimes it is joyful; sometimes it is surprising because of who said it.

An interesting incident or anecdote can act as a teaser to lure the reader into the remainder of the essay. Be sure that the device is appropriate for the informative essay topic and focus on what is to follow.

Directly introduce the topic of the essay.

Provide the reader with the background information necessary to understand the topic. Don’t repeat this information in the body of the essay; it should help the reader understand what follows.

Identify the overall purpose of the essay with the thesis (purpose statement). Writers can also include their support directly in the thesis, which outlines the structure of the essay for the reader.

Informative essay body paragraphs

Each body paragraph should contain a topic sentence, evidence, explanation of evidence, and a transition sentence.

A good topic sentence should identify what information the reader should expect in the paragraph and how it connects to the main purpose identified in the thesis.

Provide evidence that details the main point of the paragraph. This includes paraphrasing, summarizing, and directly quoting facts, statistics, and statements.

Explain how the evidence connects to the main purpose of the essay.

Place transitions at the end of each body paragraph, except the last. There is no need to transition from the last support to the conclusion. A transition should accomplish three goals:

Tell the reader where you were (current support)

Tell the reader where you are going (next support)

Relate the paper’s purpose

Informative essay conclusion

Incorporate a rephrased thesis, summary, and closing statement into the conclusion of an informative essay.

Rephrase the purpose of the essay. Do not just repeat the purpose statement from the thesis.

Summarize the main idea found in each body paragraph by rephrasing each topic sentence.

End with a clincher or closing statement that helps readers answer the question “so what?” What should the reader take away from the information provided in the essay? Why should they care about the topic?

Informative essay example

The following example illustrates a good informative essay format:

4 Mini-Lessons For Getting Started With Informative Writing

• Is the information current? 
• Are sources cited on the page?
• Are credentials provided for the author?
• Is the website maintained by a reliable news source or organization?

• Ask a Question
• Interesting Fact
• Set the Scene

5 Mini-Lessons to Get You Started with Informational Writing

The field of informative writing is really broad! There are so many elements to this sort of writing that must be addressed before teaching an informative writing unit.

The teacher must choose the sub-genre: how-to essay, speech, blog article, podcast episode, or YouTube video script. The sky is the limit when it comes to sub-genres; teachers may also allow students to select their own. This will almost certainly raise student engagement!

Students must learn how to generate concepts, narrow their topic, research it, take notes, express knowledge in their own words, understand copyright law, write a hook, employ anecdotes, and utilize nonfiction text features among other things. For your convenience, I’ve compiled a list of informative writing word lists.

In this blog article, you’ll find five mini-lessons in the order I’d present them to your students for their next informative writing unit. These little lessons have been created according to national standards and reflect typical difficulties pupils encounter with this sort of writing.

Mini-Lesson Number 1

CHECK OUT MENTOR TEXTS

Students must be familiar with the many sub-genres of informational writing. They require frequent exposure to tutoring works. You could make something similar to the one shown below for your pupils. It’s a Google Slideshow that students can click on to learn that informative writing exists everywhere and overlaps with other forms of writing, such as argumentative writing. Informing writing includes pieces of information.

Mini-Lesson Number 2

LIST TOPICS IDEAS

Once students are comfortable with this style, you should narrow down the sub-genre they will produce and get started brainstorming! I found that using lists to help students brainstorm is the most successful approach. Have students make lists of things they are interested in, hobbies, passions, and topics about which they may write. They must create pages and pages of lists.

However, not all pupils need to spend a lot of time drafting. Some pupils may already know exactly what they want to write about from the start. Allow these students to skip straight to the drafting stage. There hasn’t been much research yet! You don’t want kids imitating material that comes from the internet. Instead, make them produce everything they know first before diving into research.

Mini-Lesson Number 3

BUILD DRAFTING STAMINA

In the following lesson, instead of reading something to students on a restricted topic they’ve chosen, have them write nonstop for a whole class period. Call it a writing race; set a timer and instruct students to produce two complete pages on their topic; then say, “ready-set-go.”

Yes, this process will be difficult for students. “I don’t know much about it; I’ll have to research!” Students will say, and you should reply, “Excellent! Make a list of all of your queries; just keep writing; don’t put down your pen/pencil!”

Take notes on your observations of students during this drafting endurance session. Who is having trouble with this assignment? Without stopping, who appears to be completely at ease writing everything they know? Keep a class roster in a notepad and use symbols to indicate whether students are doing well or poorly.

Mini-Lesson Number 4

RESTRICT YOUR OBJECTIVE

Students will often start with broad topics at the beginning, and that’s completely normal. It is our duty to explain to students how to narrow their topic and why it is critical to do so. Have students list broad categories first (they did this in mini-lesson two) then have them create new lists based on their existing list of items. Students can use the titles of mentor texts to help them analyze their own topic and mimic those names using their own subject.

Mini-Lesson Number 5

RESEARCH ONLINE

It may seem difficult to teach students how to research online, but it does not have to be. All you have to do is follow the procedure with your own topic. Begin by writing specific queries about your subject. These might come from a list you created in mini-lesson four when you narrowed down your topic. Then go through Google and look for sources that fulfil three criteria: trustworthiness, readability, and relevance while speaking out loud. This instructional video demonstrates how it’s done.

Informational writing is an excellent method to boost students’ self-esteem and engagement. The more you let kids write about what they are passionate about, the more interested they will be and the greater their confidence in their abilities as writers will grow. Hopefully, these little lessons have piqued your interest in including informative writing into a unit!

Related Posts

Expository Writing vs. Informative Writing

The Objective of Informative Writing

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Jen Kimbrell

Educator & Teacher Seller

in Teaching · November 18, 2023

Easy-to-Follow Informational Writing Lesson Plans

You know how you’re always looking for new and exciting ways to teach your students the art of expressing themselves through the written word? Well, I’ve got some great news for you. In this blog post, we’re diving headfirst into creating informational writing lesson plans.

These are not your run-of-the-mill lesson plans; they’re the secret sauce to helping our students become stellar communicators, critical thinkers, and effective writers. So, grab your coffee and learn how to make teaching informational writing a breeze. Let me share my game-changing strategies that will have you and your students loving the process of informative writing.

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Why Informational Writing Matters

Informational writing is a big deal. It’s all about conveying facts, knowledge, and ideas to your readers. Whether you’re explaining a specific topic, describing an event, or reporting on your latest research findings, informational writing plays a crucial role in our everyday lives.

Think about it: when you read a blog post, a news article, or a textbook, you’re engaging with informational text. So, learning how to write effectively in this genre is essential. You’ll not only improve your own writing skills but also become a more informed and empowered reader. So, I would say the informative writing lesson plans might be your greatest writing resource in your teacher toolbox.

Informational Writing vs. Other Types of Writing

Before we dive into the tips, let’s clear up the distinction between informational writing and other types of writing. The three main types of writing taught in schools:

Informational Writing

This type of writing is about presenting facts, data, or information clearly and organized. It’s often used in reports, essays, articles, and nonfiction books.

Narrative Writing

Narrative writing tells a story. It’s used in novels, short stories, and personal narratives. The focus is on characters, plot, and storytelling.

Opinion Writing

In opinion writing, the writer shares their perspective, point of view, or belief on a particular topic. It’s commonly found in editorials, persuasive essays, and blog posts.

The Writing Workshop

The writing workshop is a dynamic way to teach and practice informational writing. In a workshop, students can write, share their work with peers, receive feedback, and revise their writing. It’s a powerful method for honing their writing skills.

​Teaching the Writing Process

Another important aspect of the writers’ workshop is understanding the writing process. While not all writing has to go through the writing process, it is important we help students understand that writing consists of several stages, and it’s essential to follow them to create a well-structured and polished piece of writing. Here are the key stages:

1. Prewriting – This is where you brainstorm ideas, select a specific topic, and gather relevant information. You can use graphic organizers, mind maps, or lists to organize your thoughts.

2. Drafting – In this stage, you put your ideas into sentences and paragraphs. Start with a strong topic sentence that introduces your main point.

3. Revising involves reviewing your draft for clarity, coherence, and organization. Check if your writing flows smoothly and if you’ve included all the important information.

4. Editing – In the editing stage, focus on grammar, punctuation, spelling, and sentence structure. Ensure that your writing is free from errors and is easy to understand.

5. Publishing – This is the final stage for preparing your writing for your audience. You can type or write out your final piece neatly, add illustrations or images, and make it presentable.

The Informational Text Structure

Understanding how to structure an informational piece is crucial. The typical structure includes:

1. Introduction – The introduction aims to grab the reader’s attention and provide an overview of your discussion. It’s where you’ll include your topic sentence, clearly stating your main idea.

2. Key Details – The body of your informational piece contains details supporting the topic’s main idea. Each paragraph should focus on a specific aspect of your topic. Start with a topic sentence, provide relevant information and evidence, and conclude the paragraph with a closing sentence.

3. Conclusion – The conclusion should summarize the main points and give the reader a clear understanding of the topic. Restate the main idea without introducing new information.

Using a Graphic Organizers

There are a lot of graphic organizers to help students organize their thinking. I like to keep it consistent and typically use the four-square template. This is the perfect organization for young writers.

A Closer Look at an Informative Writing Unit

To get good informational writing pieces from our students, we must first build background knowledge and vocabulary or teach them how to do it themselves. I like introducing the topic through discussion to find out what students already know about it and have them write it down. Then, use a video, book, or other resource to add to the discussion and see if students’ knowledge was correct or if they had a few misconceptions. Hopefully, this lesson sparks more questions and wonderings about the topic. These questions should help guide the student’s research and the teacher’s mini-lessons.

​Learn More About the Topic Through Exploration

Then, take some time to explore the topic. If students have different topics to research, show them how to find resources or provide links and resources depending on their age. Here are some ideas for stations:

• Books/Magazine/Articles
• Computer/Games/Videos
• ​Photo/Vocabulary
• Listening Station (Books Read Aloud)
• Observation Station (Experiements)
• STREAM Stations (Science, Technology, Reading, Engineering, Art, and Math)

I typically have exit tickets for each station to write what they learned about the topic. These exit tickets come in handy when it’s time to plan their writing.

The Power of the Mini-Lesson

Organizing the research.

Gather students as a whole class and model how to take the information from the stations and organize everything. You can do this in several ways, such as using Post-it notes or a Padlet. Then, take the information and add it to a 4-Square graphic organizer.

​Writing an Introduction or Topic Sentence

The introduction is your chance to make a strong first impression. The purpose of the introduction is to let the reader know what the writing is about and to be intrigued and motivated to keep reading. Share strategies for creating compelling introductions, such as starting with a surprising fact, a thought-provoking question, or a powerful anecdote. Explore mentor texts of how authors do this and create an anchor chart of examples.

Anchor charts are an excellent way to represent key concepts and writing strategies visually. They can be used as reference tools in the classroom. Create anchor charts for various aspects of informational writing, including the structure, introduction strategies, and citing sources.

Mentor texts are examples of well-written informational pieces that can serve as models for students. Choose informative writing mentor texts that are engaging, informative, and aligned with the grade level. Analyze these texts with your students to highlight effective writing techniques.

Key Details

Three squares from the graphic organizer are key details about the main idea. Students in 1st and 2nd grade may write one sentence per square, but as they get into 3rd grade, they must provide more facts under each detail. This procedure is to be modeled during the mini-lesson. I like to use the Gradual Release Model. If all students are writing on the same topic, I might model the first square for the students, the second square we do together, and then the 3rd square is done as independent work. It looks as follows:

I do: Teacher models We do: Student and teacher do it together You do: Student does one on their own

Of course, once students get the hang of the structure, students can start writing their details on their own.

Teach Transitional Words

To ensure smooth transitions between paragraphs, use transitional phrases or words like “however,” “in addition,” and “on the other hand.”

Writing a Conclusion

The last square is the concluding statement or paragraph. The purpose of the conclusion is to wrap up the writing. It is basically reiterating the introduction. As with the introduction, use mentor texts and anchor charts to help students explore exemplar models.

Edit and Revise

After drafting your informational piece, take the time to edit and revise. Check for grammar and punctuation errors, and ensure your writing is clear and coherent. You may want to provide a writing checklist to help students stay organized and focused. This checklist can include items like:

• Do you have a topic sentence or paragraph?
• Do you have three key details that support the main idea?
• Read your story out loud to see if it makes sense.
• ​Cross out words or insert words.
• Circle words that are misspelled.
• Do you have correct punctuation?
• Is the conclusion a concise summary of the main points?
• Seek Feedback and Write the Final Draft

Have students share their writing with you or a peer. Constructive feedback can help improve writing and make it even better. Once students have completed the steps, they may write their final draft and prepare for publishing.

Digital Resources for Informational Writing

Students must publish their work somehow after the entire writing process. In today’s digital age, there are a lot of fun and exciting ways for students to share their writing.

• Book Creator
• Google Slides
• Write About This App
• Scratch, Jr.

Differentiation to Meet Students’ Needs

Every student is unique, and their learning needs may differ. Differentiation is a teaching approach that allows educators to adapt their instruction to meet the specific needs of each student. When teaching informational writing, consider the following strategies for differentiation:

Varied writing topics – Offer a range of writing topics so students can choose a topic that interests them.

Flexible grouping – Students can work in pairs, small groups, or independently, depending on their preferences and needs.

Scaffolded instruction – Provide additional support or scaffolding for students who may require it, such as graphic organizers or sentence starters.

Extension activities – Offer extension activities or projects for students who need more challenge or depth in their learning.

Different Ways to Explore Informational Writing

Informational writing can take many forms. While essays are common, students can explore other formats of informational writing. They include:

• Procedural Writing (How-To Writing)
• Text Features
• Problem/Solution
• Compare and Contrast

Informational writing isn’t confined to a single subject area; it can span various fields of study. Here are some ideas for incorporating informational writing across different subject areas:

Social Studies: Write reports about historical events, famous figures, or cultural traditions.

Science: Explore scientific concepts, conduct experiments, and explain findings in detail.

Mathematics: Explain mathematical concepts, problem-solving strategies, or the history of famous mathematicians.

Done for You Informational Writing Unit Plans

To provide a comprehensive understanding of informational writing, you can develop unit plans that cover various aspects of this type of writing. These unit plans can include a sequence of lessons, suggested reading materials, activities, and assessments. You can align these plans with the Common Core or grade-level standards.

I hope this blog post has given you valuable insights into the world of informational writing. Whether a student or a teacher, these lesson plans and tips can help you master the art of conveying information effectively through writing.

Informational writing is a skill you can use in various aspects of life. It’s a valuable tool for sharing knowledge and ideas, from academic reports to professional documents. So, keep honing your skills, and remember that the best way to become an excellent writer is through meaningful practice and a passion for learning.

With the right guidance and resources, you can develop your informational writing skills and create well-structured, engaging, and informative pieces that captivate your readers. Happy writing!

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Three Creative Ideas for Expository Writing Mini Lessons: Perfect for Middle School Students

• Pamela Martin
• Categories : English lesson plans for middle school
• Tags : Teaching middle school grades 6 8

Expository Writing Mini Lessons

Expository writing, which involves providing information to the reader, is the form most often required after a student leaves school. For this reason, it is very important that the skills involved be mastered completely. These expository writing mini lessons will aid you in preparing your students to write informative letters and reports, how-to essays and manuals and compare-contrast compositions for decision-making.

Would You Rather?

Provide students with a strategy for making choices with this activity on comparing two options.

Begin by drawing a four-square template on the board or overhead; label one column “Pro” and the other “Con.” Then pose a question like, “Would you rather text your friend or talk to your friend in person?” Label one row on the template with the first option and the other with the second.

Ask students to provide reasons for and against each option; fill in the box as they make their suggestions. Accept all responses (with censoring) at this stage.

When you have a good selection of ideas in each box, ask students to evaluate which box has the strongest reasons. Model this by pointing out that one box might have more reasons than the others, but that they are all variations of the same idea.

Once the group reaches a consensus, show the students how to rewrite the prompt into a thesis statement, such as “I would rather text my friends than talk to them in person.” Explain that this statement will be the main idea of the introductory paragraph for their comparison or essay.

Importance of Details and Sequence

Students sometimes have difficulty with organization in their writing. This mini lesson will help drive home the importance of arranging steps in a logical order, along with the need for specific details when providing instructions.

Ask students to draft an essay in which they describe how to complete a simple task that can be completed in the classroom. The steps for making a sandwich or a banana split are always fun topics, especially in the next stage, which may be quite messy,. Other possibilities include how to sharpen a pencil, how to make a mobile or how to fold a piece of clothing.

When the students are satisfied that their compositions are complete, they exchange with someone else in the class. They should then follow the steps exactly as written to attempt to complete the task. Readers should not add or take away any information from the steps. For example, if the first step is “Spread butter on a slice of bread,” they should not assume that they are to remove the bread from the package or to use a knife.

After everyone has had a little fun with the activity, provide students with the opportunity to revise their essays to make them clearer. If someone is still having difficulty, suggest to them that they physically try to perform each step and then stop to write it down before proceeding to the next one.

Descriptive Details

Frequently, students write very simple, basic sentences that provide few, if any, descriptive details to the reader. This lesson focused on adjectives and adverbs can be fun and informative at the same time.

First, review with students the function of adjectives and adverbs. Remind them that adjectives describe nouns–the names of people, places, things and ideas–while adverbs describe verbs–the action of the sentence–and adjectives. Ask for a few examples of each, with students providing both the modifier and the word it is modifying (blue ball, etc.)

Divide students in pairs for the practice activity. Give each pair a three-to-four word sentence, like “The dog barked.” Partners alternate adding an adjective or an adverb to the sentence to make a more vivid and visible word picture. Allow groups to compete to see which partnership can produce the longest, yet most coherent, sentence.

For more advanced writers, allow them to also add prepositional or other descriptive phrases. Encourage them to consider using similes, metaphors, and other figurative language .

With these three ideas, your students will be well on their way to producing informative and interesting exposition, both in and out of school.

For more information and ideas for expository writing, check these resources.

https://www.stanford.edu/~arnetha/expowrite/info.html

https://www.thewritingsite.org/resources/genre/expository.asp

https://jc-schools.net/write/grade8.html

https://www.greatsource.com/iwrite/students/s _expos.html

https://www.sbac.edu/~idylwild/writingtips.html

https://www.arcanum-butler.k12.oh.us/Expository _Page.html

EL Education Curriculum

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• ELA 2019 G8:M2:U2:L10

Draft an Informative Essay (Lessons 10-11)

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 8
• ELA 2019 G8:M2
• ELA 2019 G8:M2:U2

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Focus Standards:  These are the standards the instruction addresses.

• W.8.2, W.8.2f, W.8.4, W.8.5, W.8.6, SL.8.4

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.

• RI.8.4, RI.8.10, W.8.6, W.8.7, W.8.8, W.8.10, SL.8.1, L.8.4, L.8.6
• I can plan a concluding statement to an informative essay that follows from and supports the information presented. ( W.8.2f, W.8.4 )
• I can draft an informative essay using the Painted Essay® structure. ( W.8.2 )
• I can give kind, helpful, and specific feedback to my partner. ( SL.8.1 )
• Opening A: Entrance Ticket: Unit 2, Lessons 10-11 ( W.8.2 )
• Work Time A: Informative Essay Writing Plan graphic organizer: plan of conclusion ( W.8.2f, W.8.4 )
• Work Time B: Independent Writing: Draft an Informative Essay ( W.8.2, W.8.4 )
• Prepare Organize the Model Essay: "GMOs" conclusion strips.
• Predetermine triads for sorting the conclusion strips in Work Time A.
• Strategically pair students for work in Closing and Assessment A.
• Review the Informative Writing checklist from Lesson 8 to become familiar with what will be required of students over the remainder of the unit.
• Ensure there is a copy of Entrance Ticket: Unit 2, Lessons 10-11 at each student's workspace.
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Work Time A: Prepare a device with a projector to display Entrance Ticket: Unit 2, Lessons 10-11; Model Essay: "GMOs"; and the Informative Writing Plan graphic organizer, or prepare devices for students if they will be using digital versions of these documents.
• Work Time B: Prepare devices with word-processing capabilities for students to draft their essays.
• 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 8.I.A.1, 8.I.A.3, and 8.I.A.4.

Important Points in the Lesson Itself

• To support ELLs, these lessons incorporate repeated routines, embedded Think-Pair-Shares, and continued scaffolding with the writing process as students move into drafting their informative essays. Students translate the planning they have done into an essay and then spend time reviewing one another's work during a peer critique.
• ELLs may find it challenging to articulate feedback for their partners during the peer critique. Likewise, some students may find it difficult to pinpoint areas for improvement in their partner's writing. Remind students that in addition to receiving useful feedback, one benefit of participating in a peer critique is the opportunity to see examples of effective writing and to learn from peers while analyzing their writing.
• Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 2, Work Time A)
• Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 2, Lessons 4-5, Work Time D)
• Work to Become Ethical People anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time D)
• Model Essay: "GMOs" (one for display; from Module 2, Unit 2, Lesson 7, Work Time A)
• Model Essay: "CSAs" (one for display; from Module 2, Unit 2, Lesson 7, Work Time A)
• Directions for Peer Critique (one for display; from Module 1, Unit 3, Lesson 11, Work Time C)
• Peer Critique Protocol anchor chart (example for teacher reference) (from Module 1, Unit 3, Lesson 11, Work Time C)
• Peer Critique Protocol anchor chart (example for teacher reference) (one for display; from Module 1, Unit 3, Lesson 11, Work Time C)
• Model Essay: “GMOs” (one per student; from Module 2, Unit 2, Lesson 7, Work Time A)
• Model Essay: “CSAs” (one per student; from Module 2, Unit 2, Lesson 8, Work Time A)
• Informative Writing Plan graphic organizer (one per student and one for display; from Module 2, Unit 2, Lesson 8, Work Time B)
• Researcher’s Toolbox (one per student; from Module 2, Unit 2, Lesson 1, Work Time A)
• Informative Writing checklist (one per student; from Module 2, Unit 2, Lesson 7, Work Time B)
• Painted Essay® template (one per student; from Module 1, Unit 3, Lesson 6, Work Time B)
• Informative Writing: Independent Research Essay directions (one per student; from Module 2, Unit 2, Lesson 8, Closing and Assessment A)
• Independent reading journals (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
• Transition Words handout (one per student; from Module 1, Unit 2, Lesson 10, Work Time D)
• Device with projector (see Technology and Multimedia)
• Entrance Ticket: Unit 2, Lessons 10-11 (answers for teacher reference)
• Organize Model Essay: "GMOs" conclusion strips (example for teacher reference)
• Writing Process checklist (for teacher reference) ( see the Tools page )
• Devices (optional; one per student; see Technology and Multimedia)
• Entrance Ticket: Unit 2, Lessons 10-11 (one for display and one per student)
• Devices with word-processing capabilities (optional; one per student; see Technology and Multimedia)
• Organize Model Essay: "GMOs" conclusion strips (one per group)
• Scissors (one per triad)
• Sticky notes (one per student)

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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