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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics

Unit 3: Bend 2Table of Contents

Drafting and Revising Information Books on Focused Topics

Section Page Number Unit Essential Questions 3 Unit Goals and Sub Goals (Task Analysis) 3-6 Unit Language (Spanish, Russian, English) 7-9 Unit Assessment Checklist 10-13 Unit Assessment Rubric 14-17 Sample Unit Calendar 18 Anchor Charts 19-22 Work Cited 22

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Grade 6Content: Unit 3, Bend 2

Dates of Unit:

Unit Title: Drafting and Revising Information Books on Focused TopicsStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)

Writing W.6.1 Write arguments to support claims with clear reasons and relevant evidence. W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,

organization, and analysis of relevant content. W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach. W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when

appropriate. W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or

paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

o a. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").

o b. Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").

o d. W.6.10 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.Reading Literature

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct

from personal opinions or judgments. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through

examples or anecdotes). RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to

the development of the ideas. RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a

coherent understanding of a topic or issue.

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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on

the same person). RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with

scaffolding as needed at the high end of the range.Speaking and Listening

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SL.6.3 Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Language

L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content,

choosing flexibly from a range of strategies.o c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of

a word or determine or clarify its precise meaning or its part of speech. L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary

knowledge when considering a word or phrase important to comprehension or expression.

Essential Questions: (These goals should be aligned to Essential Questions.)

What are specific features that should be included in information writing?¿Cuáles son las características específicas que se deben incluir en la escritura informativa?

Goals:(These should be aligned to the Goals above)

SWBAT gather relevant information and determine a plan to begin writing.

SWBAT revise their writing by elaborating and focusing on structure.

SWBAT analyze and incorporate text features into their writing.

SWBAT use a rubric to self-assess and assess the work of others.

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Learning Targets(aligned to goals)

I can determine what is important about a topic to lead my trail of research. (Session 5)

Puedo determinar lo que es importante acerca de un tema para guiarme en mi investigación. (Sesión 5)

I can elaborate on my writing by including precise information. (Session 7)

Puedo elaborar en mi escritura mediante la inclusión de información precisa. (Sesión 7)

I can analyze text features used in mentor texts and determine their purpose. (Session 11)

Puedo analizar las características del texto utilizados en los textos mentores y determinar su propósito. (Sesión 11)

I can use an information writing checklist to self-assess my own writing. (Session 9)

Puedo usar la lista de control informativa para autoevaluar mi propia escritura. (Sesión 9)

I can represent my research trail by creating a visual representation. (Session 5)

Puedo representar a mi investigación mediante la creación de una representación visual. (Sesión 5)

I can connect information together with ideas and transitions. (Session 7)

Puedo conectar información, junto con las ideas y las transiciones. (Sesión 7)

I can add text features (e.g. diagrams, charts) to my piece of informational writing. (Session 11)

Puedo añadir las características del texto (p.ej. diagramas, gráficos) a mi escritura informativa. (Sesión 11)

I can provide specific feedback to a classmate using the information writing checklist. (Session 14)

Puedo dar comentarios específicos a un compañero de clase utilizando la información en la lista de control informativa. (Sesión 14)

I can develop a plan on several possible ways to use structure in my informational writing. (Session 6)

Puedo desarrollar un plan sobre diversas formas posibles de utilizar estructura en mi escritura informativa. (Sesión 6)

I can create a flash-draft and continue research by taking notes on meaningful information. (Session 8)

Puedo escribir un borrador rápido y continuar la investigación tomando notas sobre información significativa. (Sesión 8)

I can write a compelling introduction for each chapter of my informational writing. (Session 12)

Puedo escribir una introducción convincente para cada capítulo de mi escritura informativa. (Sesión 12)

I can organize different possibilities for a table of contents based on my trail of

I can write a detailed informational piece by elaborating on important

I can incorporate meaningful quotations in my informational writing.

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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topicsresearch. (Session 6)

Puedo organizar diferentes posibilidades para una tabla de contenido basada en mi investigación. (Sesión 6)

sections of my draft. (Session 9)

Puedo escribir una obra informativa detallada mediante la elaboración de secciones importantes de mi borrador rápido. (Sesión 9)

(Session 13)

Puedo incorporar citas significativas en mi escritura informativa. (Sesión 13)

I can divide or combine sub-topics based on the amount of information. (Session 6)

Puedo dividir o combinar los sub-temas basados en la cantidad de información. (Sesión 6)

I can revise by re-reading focusing on a specific component of structure (e.g. transitions, vocabulary). (Session 9)

Puedo revisar volviendo a leer centrándome en un componente específico de la estructura (p.ej. transiciones, vocabulario). (Sesión 9)

I can use transitions when including quotations. (Session 13)

Puedo usar las transiciones con mis citas. (Sesión 13)

I can analyze a mentor text for structures to include in my writing. (Session 7)

Puedo analizar un texto mentor para estructuras para incluir en mi escritura. (Sesión 7)

I can analyze mentor texts for the use of complex sentences to revise my own writing. (Session 10)

Puedo analizar textos mentores para el uso de oraciones complejas para revisar mi propia escritura. (Sesión 10)

I can add an analysis or explanation after including a quotation. (Session 13)

Puedo añadir un análisis o explicación después de incluir una cita. (Sesión 13)

I can write quick notes on a plan for subtopics and structure before I begin drafting a new chapter. (Session 12)

I can introduce the source when using a quotation. (Session 13)

Puedo presentar a la fuente al utilizar una cita. (Sesión

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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused TopicsPuedo escribir notas rápidas en un plan para sub-temas y estructura antes de empezar de escribir un nuevo capítulo. (Sesión 12)

13)

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Stage 2 Determine Assessment EvidenceENGLISH Academic Language (What language will students need to sound like experts?)

Academic Language Function(s):

Citing evidence

Academic Language Stems:Easy for Beginners

On page __________, it said __________. The author wrote __________. From reading, I know that __________. For example, __________.

Medium for Intermediate For example, the text/author says __________. For example, readers learn that __________. __________ writes __________. According to the text __________.

Difficult for Advanced and Fluent Researchers learn/show that __________. One thing to note is that __________. For example, the activist says __________. For example, research shows that __________. For example, according to the text/author __________. __________ claims __________. __________ describes this, saying.

Academic Vocabulary: visual structure table of contents subtopics chapter elaborate precise complex sentences text features compelling quotation source self-assess feedback

Assessment Tools:

Goals Rubric Assessment Checklist

Stage 2 Determine Assessment Evidence

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SPANISH Academic Language (What language will students need to sound like experts?)Academic Language Function(s):

Citar evidencia

Academic Language Stems (to talk about their writing):Fácil para los principiantes

En la página __________, dice ___________. El autor escribió __________. Después de leer, sé que __________. Por ejemplo, __________.

Medio para el Intermedio Por ejemplo, el texto/autor dice __________. Por ejemplo, los lectores aprenden que __________.

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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics __________ escribe __________. Según el texto __________.

Difícil para Avanzado y Fluido Los investigadores muestran que __________. Una cosa que es importante notar es __________. Por ejemplo, el activista dice __________. Por ejemplo, la investigación muestra que __________. Por ejemplo, de acuerdo con el texto/autor __________. __________ reclama que __________. __________ describe esto diciendo ______________.

Academic Vocabulary: Visual Estructura Tabla de contenido sub-temas capítulo elaborar precisa oraciones complejas características del texto convincente cita Fuente Autoevaluar consejos de compañero

Assessment Tools:

Goals Rubric Assessment Checklist

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Assessment Checklist – Unit 1 Bend 2

Student Name I can

det

erm

ine

wha

t is i

mpo

rtan

t ab

out a

topi

c to

lead

my

trai

l of

rese

arch

. (Se

ssio

n 5)

I can

repr

esen

t my

rese

arch

trai

l by

crea

ting

a vi

sual

repr

esen

tatio

n.

(Ses

sion

5)

I can

dev

elop

a p

lan

on se

vera

l po

ssib

le w

ays t

o us

e st

ruct

ure

in m

y in

form

ation

al w

riting

. (Se

ssio

n 6)

I can

org

anize

diff

eren

t pos

sibili

ties

for a

tabl

e of

con

tent

s bas

ed o

n m

y tr

ail o

f res

earc

h. (S

essio

n 6)

I can

div

ide

or c

ombi

ne su

b-to

pics

ba

sed

on th

e am

ount

of i

nfor

mati

on.

(Ses

sion

6)

I can

ana

lyze

a m

ento

r tex

t for

st

ruct

ures

to in

clud

e in

my

writi

ng.

(Ses

sion

7)

I can

ela

bora

te o

n m

y w

riting

by

incl

udin

g pr

ecise

info

rmati

on.

(Ses

sion

7)

I can

con

nect

info

rmati

on to

geth

er

with

idea

s and

tran

sition

s. (S

essio

n 7)

I can

cre

ate

a fla

sh-d

raft

and

conti

nue

rese

arch

by

taki

ng n

otes

on

mea

ning

ful i

nfor

mati

on. (

Sess

ion

8)

I can

writ

e a

deta

iled

info

rmati

onal

pi

ece

by e

labo

ratin

g on

impo

rtan

t se

ction

s of m

y dr

aft. (

Sess

ion

9)

I can

revi

se b

y re

-rea

ding

focu

sing

on

a sp

ecifi

c co

mpo

nent

of s

truc

ture

(e

.g. t

rans

ition

s, vo

cabu

lary

).(S

essio

n 9)

I can

use

an

info

rmati

on w

riting

ch

eckl

ist to

self-

asse

ss m

y ow

n w

riting

. (Se

ssio

n 9)

Notes

B = Beginning D = Developing P = Proficient M=Mastery

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Assessment Checklist – Unit 1 Bend 2

Student Name I can

ana

lyze

men

tor t

exts

for t

he u

se o

f co

mpl

ex se

nten

ces t

o re

vise

my

own

writi

ng. (

Sess

ion

10)

I can

ana

lyze

text

feat

ures

use

d in

m

ento

r tex

ts a

nd d

eter

min

e th

eir

purp

ose.

(Ses

sion

11)

I can

add

text

feat

ures

(e.g

. dia

gram

s,

char

ts) t

o m

y pi

ece

of in

form

ation

al

writi

ng. (

Sess

ion

11)

I can

writ

e qu

ick

note

s on

a pl

an fo

r su

btop

ics a

nd st

ruct

ure

befo

re I

begi

n dr

aftin

g a

new

cha

pter

. (Se

ssio

n 12

)

I can

writ

e a

com

pelli

ng in

trod

uctio

n fo

r ea

ch c

hapt

er o

f my

info

rmati

onal

w

riting

. (Se

ssio

n 12

)

I can

inco

rpor

ate

mea

ning

ful q

uota

tions

in

my

info

rmati

onal

writi

ng. (

Sess

ion

13)

I can

use

tran

sition

s whe

n in

clud

ing

quot

ation

s. (S

essio

n 13

)

I can

add

an

anal

ysis

or e

xpla

natio

n aft

er in

clud

ing

a qu

otati

on. (

Sess

ion

13)

I can

intr

oduc

e th

e so

urce

whe

n us

ing

a qu

otati

on. (

Sess

ion

13)

I can

pro

vide

spec

ific

feed

back

to a

cl

assm

ate

usin

g th

e in

form

ation

writi

ng

chec

klist

. (Se

ssio

n 14

)

Notes

B = Beginning D = Developing P = Proficient M=Mastery

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Lista de control – Unit 1 Bend 2

Nombre del/la

estudiante Pued

o de

term

inar

lo q

ue e

s im

port

ante

ace

rca

de u

n te

ma

para

gui

arm

e en

mi

inve

stiga

ción

. (Se

sión

5)Pu

edo

repr

esen

tar a

mi

inve

stiga

ción

med

iant

e la

cr

eaci

ón d

e un

a re

pres

enta

ción

visu

al.

Pued

o de

sarr

olla

r un

plan

so

bre

dive

rsas

form

as

posib

les d

e uti

lizar

es

truc

tura

en

mi e

scrit

ura

Pued

o or

gani

zar d

ifere

ntes

po

sibili

dade

s par

a un

a ta

bla

de c

onte

nido

bas

ada

en m

i in

vesti

gaci

ón. (

Sesió

n 6)

Pued

o di

vidi

r o c

ombi

nar l

os

sub-

tem

as b

asad

os e

n la

ca

ntida

d de

info

rmac

ión.

(S

esió

n 6)

Pued

o an

aliza

r un

text

o m

ento

r par

a es

truc

tura

s pa

ra in

clui

r en

mi e

scrit

ura.

(S

esió

n 7)

Pued

o el

abor

ar e

n m

i es

critu

ra m

edia

nte

la

incl

usió

n de

info

rmac

ión

prec

isa. (

Sesió

n 7)

Pued

o co

nect

ar

info

rmac

ión,

junt

o co

n la

s id

eas y

las t

rans

icio

nes.

(S

esió

n 7)

Pued

o es

crib

ir un

bor

rado

r rá

pido

y c

ontin

uar l

a in

vesti

gaci

ón to

man

do

nota

s sob

re in

form

ació

n

Pued

o es

crib

ir un

a ob

ra

info

rmati

va d

etal

lada

m

edia

nte

la e

labo

raci

ón d

e se

ccio

nes i

mpo

rtan

tes d

e m

i bo

rrad

or rá

pido

. (Se

sión

9)

Pued

o re

visa

r vol

vien

do a

le

er c

entr

ándo

me

en u

n co

mpo

nent

e es

pecí

fico

de la

es

truc

tura

(p.e

j. tr

ansic

ione

s, v

ocab

ular

io).

(Ses

ión

9)

Notes

C = Comenzando D = Desarrollando P = Proficiente M=Maestría

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Lista de control – Unit 1 Bend 2

Nombre del/la estudiante Pu

edo

usar

la li

sta

de

cont

rol i

nfor

mati

va p

ara

auto

eval

uar m

i pro

pia

escr

itura

. (Se

sión

9)

Pued

o an

aliza

r tex

tos

men

tore

s par

a el

uso

de

orac

ione

s com

plej

as p

ara

revi

sar m

i pro

pia

escr

itura

. Pu

edo

anal

izar l

as

cara

cter

ística

s del

text

o uti

lizad

os e

n lo

s tex

tos

men

tore

s y d

eter

min

ar su

Pued

o añ

adir

las

cara

cter

ística

s del

text

o (p

.ej.

diag

ram

as, g

ráfic

os) a

m

i esc

ritur

a in

form

ativa

. (S

esió

n 11

)

Pued

o es

crib

ir no

tas r

ápid

as

en u

n pl

an p

ara

sub-

tem

as y

es

truc

tura

ant

es d

e em

peza

r de

escr

ibir

un

nuev

o ca

pítu

lo. (

Sesió

n 12

)

Pued

o es

crib

ir un

a in

trod

ucci

ón c

onvi

ncen

te

para

cad

a ca

pítu

lo d

e m

i es

critu

ra in

form

ativa

. (S

esió

n 12

)

Pued

o in

corp

orar

cita

s sig

nific

ativa

s en

mi e

scrit

ura

info

rmati

va. (

Sesió

n 13

)

Pued

o us

ar la

s tra

nsic

ione

s co

n m

is ci

tas.

(Ses

ión

13)

Pued

o añ

adir

un a

nális

is o

expl

icac

ión

desp

ués d

e in

clui

r una

cita

. (Se

sión

13)

Pued

o pr

esen

tar a

la fu

ente

al

util

izar u

na c

ita. (

Sesió

n 13

) Pued

o da

r com

enta

rios

espe

cífic

os a

un

com

pañe

ro

de c

lase

util

izand

o la

in

form

ació

n en

la li

sta

de

cont

rol i

nfor

mati

va. (

Sesió

n 14

)

Notes

C = Comenzando D = Desarrollando P = Proficiente M=Maestría

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Unit of Study Informational Writing Checklist

STRUCTURE

OVERALL LEAD TRANSITIONS ENDING ORGANIZATION

Student Name I can

con

vey

idea

s and

info

rmati

on a

bout

a su

bjec

t in

a w

ell-s

truc

ture

d te

xt. S

ometi

mes

I in

corp

orat

ed a

rgum

ents

, ex

plan

ation

s, st

orie

s, o

r pro

cedu

ral p

assa

ges.

I wro

te a

nd in

trod

uctio

n in

whi

ch I

inte

rest

ed re

ader

s, pe

rhap

s with

a q

uote

or s

igni

fican

t fac

t. I l

et re

ader

s kno

w

the

subt

opic

s tha

t I c

ould

dev

elop

late

r and

how

my

text

w

ould

unf

old.

I use

d tr

ansiti

ons t

o he

lp re

ader

s und

erst

and

how

di

ffere

nt b

its o

f inf

orm

ation

and

diff

eren

t par

ts o

f my

writi

ng fi

t tog

ethe

r. I u

sed

tran

sition

s to

help

con

nect

id

eas,

info

rmati

on, a

nd e

xam

ples

, and

to im

ply

rela

tions

hips

such

as w

hen

mat

eria

l exe

mpl

ifies

, add

s on

to, i

s sim

ilar t

o, e

xpla

ins,

is a

resu

lt of

, or c

ontr

asts

, I u

sed

tran

sition

s suc

h as

for i

nsta

nce,

such

as,

simila

rly,

ther

efor

e, a

s a re

sult,

in c

ontr

ast t

o, a

nd o

n th

e ot

her

hand

.

II w

rote

a c

oncl

usio

ns in

whi

ch I

rest

ated

the

impo

rtan

t id

eas a

nd o

ffere

d a

final

insig

ht o

r im

plic

ation

for t

he

read

er to

con

sider

.

I cho

se a

focu

sed

topi

c.

I use

d su

bhea

ding

and

/or c

lear

intr

oduc

tory

tran

sition

s to

sepa

rate

secti

ons.

I mad

e de

liber

ate

choi

ces a

bout

how

to o

rder

secti

ons a

nd

abou

t the

sequ

ence

of i

nfor

mati

on a

nd id

eas w

ithin

se

ction

s. I

chos

e st

ruct

ures

such

as c

ompa

re-a

nd-c

ontr

ast,

cate

gorie

s, an

d cl

aim

-and

-sup

port

to o

rgan

ize in

form

ation

an

d id

eas.

Som

e se

ction

s are

writt

en a

s arg

umen

ts,

expl

anati

ons,

stor

ies,

or p

roce

dura

l pas

sage

s.

- = Not Yet √ = Starting To + = Yes!

14 | P a g e


Development

ELABORATION

Student Name I inc

lude

d va

ried

kind

s of

info

rmati

on su

ch a

s fa

cts,

quo

tatio

ns,

exam

ple,

and

de

finiti

ons.

I use

d tr

uste

d so

urce

s an

d in

form

ation

from

au

thor

ities

on

the

topi

c an

d ga

ve th

e so

urce

s cr

edit.

I wor

ked

to m

ake

my

info

rmati

on

unde

rsta

ndab

le a

nd

inte

resti

ng. T

o do

this,

I m

ay h

ave

refe

rred

to

earli

er p

arts

of m

y te

xt,

sum

mar

ized

back

grou

nd

info

rmati

on, r

aise

d qu

estio

ns, a

nd

cons

ider

ed p

ossib

le

impl

icati

ons.

- = Not Yet √ = Starting To + = Yes!

Lista de Control de la Unidad de Escritura Informativa

15 | P a g e


ESTRUCTURA

EN GENERAL

EL PRINCIPIO TRANSICIÓNES

LA CONCLU

-SIÓNORGANIZACIÓN

Nombre del/la Estudiante Pu

edo

tran

smiti

r ide

as e

info

rmac

ión

acer

ca d

e un

tem

a en

un

text

o bi

en e

stru

ctur

ado.

A v

eces

he

inco

rpor

ado

argu

men

tos,

exp

licac

ione

s, h

istor

ias o

pas

ajes

de

proc

edim

ient

o.

Escr

ibí u

na in

trod

ucci

ón e

n la

que

inte

resé

a lo

s lec

tore

s,

tal v

ez c

on u

na c

ita o

un

hech

o sig

nific

ativo

. Dej

é qu

e lo

s le

ctor

es sa

ben

los s

ubte

mas

que

pod

ía d

esar

rolla

r más

ad

elan

te y

cóm

o m

i tex

to se

des

arro

llaría

.

Usé

tran

sicio

nes p

ara

ayud

ar a

los l

ecto

res a

com

pren

der

cóm

o lo

s dife

rent

es b

its d

e in

form

ació

n y

dife

rent

es

part

es d

e m

i esc

ritur

a en

caja

n en

tre

sí. U

sé tr

ansic

ione

s pa

ra a

yuda

r a c

onec

tar i

deas

, inf

orm

ació

n y

ejem

plos

, y

dar a

ent

ende

r las

rela

cion

es, c

omo

cuan

do e

jem

plifi

ca

mat

eria

les,

se su

ma

a, e

s sim

ilar a

, exp

lica,

es e

l res

ulta

do

de, o

con

tras

tes,

que

util

izan

las t

rans

icio

nes,

com

o, p

or

ejem

plo,

tale

s com

o, d

e m

aner

a sim

ilar,

por l

o ta

nto,

co

mo

resu

ltado

, en

cont

rast

e co

n, y

en

la o

tra

man

o.

Escr

ibí u

na c

oncl

usió

n en

la q

ue v

olví

a a

cont

ar la

s ide

as

impo

rtan

tes y

ofr

ecí u

na v

isión

fina

l o im

plic

acio

nes p

ara

la c

onsid

erac

ión

del l

ecto

r.

Eleg

í un

tem

a en

foca

do.

Usé

un

subtí

tulo

y/o

tran

sicio

nes i

ntro

duct

oria

s cla

ras

para

sepa

rar l

as se

ccio

nes.

Hice

dec

ision

es d

elib

erad

as a

cerc

a de

cóm

o or

dena

r las

se

ccio

nes y

ace

rca

de la

secu

enci

a de

info

rmac

ión

e id

eas

dent

ro d

e la

s sec

cion

es. E

legí

est

ruct

uras

tale

s com

o co

mpa

rar y

con

tras

tar,

cate

goría

s, y

la re

clam

ació

n-y-

apoy

o pa

ra o

rgan

izar l

a in

form

ació

n y

las i

deas

. Alg

unas

se

ccio

nes s

e es

crib

en c

omo

argu

men

tos,

exp

licac

ione

s,

cuen

tos o

pas

ajes

de

proc

edim

ient

o.

- = No Todavía √ = Comenzando + = ¡Sí!

DESARROLLO

16 | P a g e


ELABORACIÓN

Nombre del/la Estudiante In

cluí

div

erso

s tipo

s de

info

rmac

ión,

com

o he

chos

, cita

s, ej

empl

os

y de

finic

ione

s.

Usé

fuen

tes c

onfia

bles

e

info

rmac

ión

de la

s au

torid

ades

sobr

e el

te

ma

y di

o el

cré

dito

a

esas

fuen

tes.

He tr

abaj

ado

para

ha

cer m

i esc

ritur

a co

mpr

ensib

le e

in

tere

sant

e. P

ara

ello

, pu

ede

que

haya

co

ntem

plad

o pa

rtes

an

terio

res d

e m

i tex

to,

info

rmac

ión

de fo

ndo,

pr

egun

tas p

lant

eada

s,

y co

nsid

eré

las

impl

icac

ione

s pos

ible

s.

- = No Todavía √ = Comenzando + = ¡Sí!

17 | P a g e

6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused TopicsStage 3 Plan Learning Experiences and Instruction

SAMPLE UNIT CALENDAR

Monday Tuesday Wednesday Thursday FridayI can determine what is important about a topic to lead my trail of research. (Session 5)

I can represent my research trail by creating a visual representation. (Session 5)

I can develop a plan on several possible ways to use structure in my informational writing. (Session 6)

I can organize different possibilities for a table of contents based on my trail of research. (Session 6)

I can analyze a mentor text for structures to include in my writing. (Session 7)

I can elaborate on my writing by including precise information. (Session 7)

I can connect information together with ideas and transitions. (Session 7)

I can create a flash-draft and continue research by taking notes on meaningful information. (Session 8)

I can write a detailed informational piece by elaborating on important sections of my draft. (Session 9)

I can revise by re-reading focusing on a specific component of structure (e.g. transitions, vocabulary). (Session 9)

I can use an information writing checklist to self-assess my own writing. (Session 9)

I can analyze mentor texts for the use of complex sentences to revise my own writing. (Session 10)

I can analyze text features used in mentor texts and determine their purpose. (Session 11)

I can add text features (e.g. diagrams, charts) to my piece of informational writing. (Session 11)

I can write quick notes on a plan for subtopics before I begin drafting a new chapter. (Session 12)

I can write quick notes on a plan for structure before I begin drafting a new chapter. (Session 12)

I can write a compelling introduction for each chapter of my informational writing. (Session 12)

I can incorporate meaningful quotations in my informational writing. (Session 13)

I can use transitions when including quotations. (Session 13)

I can add an analysis or explanation after including a quotation. (Session 13)

I can introduce the source when using a quotation. (Session 13)

*Publication of Final Draft? *Publication of Final Draft? I can provide specific feedback to a classmate using the information writing checklist. (Session 14)

18 | P a g e


Anchor Charts:

¡Cómo dar vida a los principios de cada capítulo!

Muestra el escenario Acciones poco-a-poco Añadir detalles sencillos y

conmovedores Añadir descripciones físicas de los

personajes Añadir descripciones

emocionales de los personajes Prefigura el problema social más

grande

Escritores de Información combinan una Variedad de Información

Cuentos Explanaciones Descripciones Citas Palabras de Vocabulario Definiciones Mapas y fotografías

19 | P a g e


Estructuras comunas para Textos Informativos

Problema/solución(Capítulos acerca del problema, capítulos acerca de la solución)

Cronológicamente(Qué pasó primero, siguiente, y que podría pasar en el futuro)

Lista o Cajas y viñetas(Escribe acerca de una persona o proyecto después de otro, probablemente tratando a cada uno similarmente)

Clasificación(Proponer que hay diferentes tipos de cosas, categorías, y clarificar cada tipo)

Algunas palabras de Transición

Elaboran información

tambiénademásadicionalmente

Hacen conclusiones o una idea

finalmenteen conclusiónen finasí

Comparan y contrastan ideas o evento

a pesar de queperoaunqueen la otra mano

20 | P a g e

6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics Definición

(Argumenta que algo es una palabra (eg. Un Héroe) y da ejemplos, contrastar con contra ejemplos, y probar tu punto)

Senda de la Investigación

s al compararen contrastaraún

Muestran causa y efecto

como resultadopor consiguienteasí quepor lo tanto

“Esta estadistica sorprendente muestra…”“Esta cita es importante porque…”“Esta oración reveladora resalta…”

Intenta usar estas oraciones:

De acuerdo con el artículo…

Este hecho sorprendente revela…

En el texto “…” por _______, el autor dice, “…”

Esta cita

21 | P a g e


resalta…

Una manera de Escribir una Introducción1. Enlace (agarra la atención del lector, interesa al lector en el tema)2. Información del fondo (Da contexto, ofrece una imagen de porque esto

importa)3. Guía (Deja al lector saber cómo va a seguir la escritura, que son los partes)

Escritores Informativo

22 | P a g e


s usan Citas…P

P

P

P

P

Work Cited:

Calkins, Lucy, Maggie Beattie. Roberts, and Emily Strang-Campbell. Research-based Information Writing: Books, Websites, and Presentations. Portsmouth: Heinemann, 2014. Print.

23 | P a g e

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