Responding to an Informative On-Demand Writing Prompt (Day 1)
- Pose the question "What are animal traits?" to the class.
- Provide the following definition: Animal traits describe how animals look and act.
- Use the National Geographic Education website to show the "Meerkat Survival Tactics" video.
- Use the strategy Think-Pair-Share to generate thinking.
2 Direct Instruction
- Refer to the following LearnZillion videos narrated by Lindsay Browne: #1 Plan an explanatory paragraph using a graphic organizer and #2 Add specific examples to explanatory writing by rereading the text.
- Students will watch video #1 that models how to plan an informational paragraph by using a graphic organizer
- Review the steps to the writing process that will be addressed: (1) close reading and analysis, (2) read the prompt to figure out what it is asking you to do, (3) and generate ideas from the text.
- Students will watch video #2 that models how to add specific examples by rereading the text, Animal Traits, for facts and details that support the prompt.
- The students will be shown how to use specific information from the text to answer the prompt.
3 Guided Practice
- The students will be provided with the close reading passage, "Extreme Animals" (Lexile level 780) from the website ReadWorks.
- Students will use close reading strategies to comprehend the text and annotate notes with guidance.
- The teacher should refer the students back to the prompt and make sure the notes taken during the close reading exercise provide supporting details.
- If necessary, revisit the Video #1 from LearnZillion for extra support.
4 Independent Practice
- The students will be provided with a blank Google Doc template of the graphic organizer used during the direct instruction activity.
- The students will work in groups of 4, refer to their notes takes from the close reading passage, "Extreme Animals," to complete the graphic organizer.
- The students will add specific examples by rereading the text for facts and details that support the prompt.
- Students will wrap up the lesson by creating a Google Slide with an image of their favorite animal from the text Animal Traits or the passage, "Extreme Animals."
- The will also include a minimum of 3 traits that describe the animal they chose.
- The graphic organizer will be used in a following lesson as a tool to write an informative response to an on-demand writing prompt.
Key Standards Supported
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Conduct short research projects that build knowledge about a topic.
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
(Begins in grade 4)
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
Provide a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
Develop the topic with facts, definitions, and details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Use temporal words and phrases to signal event order.
Provide a sense of closure.