ELA – November 27 – December 1, 2017

TeacherHeather Baker
Subject AreaEnglish Language Arts
Grade Level7
Week #Q2 - Week 15
Unit of InstructionInformative Writing
Standard(s) Taught

 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 
 – Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
 – Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. 
 – Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. 
 – Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
 – Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 – Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
 – Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
 – Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
 – Use precise language and domain-specific vocabulary to inform about or explain the topic.
 – Establish and maintain a formal style.
 – Provide a concluding statement or section that follows from and supports the information or explanation presented.

Learning Targets and Learning Criteria

Informational Text:  Organization Patterns
 – Sequence
 – Description
 – Compare & Contrast
 – Problem & Solution
 – Cause & Effect
The student should have working knowledge of the organizational patterns of an informative piece.  Students will study five mentor texts.  

 

Classroom Activities

Students will complete the following steps in order to produce an informative essay:
1. Read examples of informational essay and answer questions about each one. 
2.  Choose a topic/purpose. 
3.  Decide which structure will be best to explain the topic.
4.  Collect information.
5.  Use graphic organizers to plan their essay.
6.  Maintain a formal style of writing. 
7.  Begin the essay with an introduction that includes a hook and a thesis statement.
8.  Develop the essay with facts, definitions, concrete details, information, and examples.
9.  Use transition words to connect information.
10.  Conclude the essay.
11.  Revise the essay using the student checklist.
12.  Write and edit essay on the computer.

Assignments Due

Friday, December 1 – Vocabulary quiz & rough draft of informative essay.

Spelling/Vocabulary Words: 
Decrepit
Ransack
Embargo
Elite
Malinger
Jaunty
Impending
Musty
Astute
Abut

Additional Resources