Lucy Common Core Informational Unit

Unit 2: The Lens of History: Research Reports (Informational)
A Lucy Calkins CO
O! COR" U!IT
The Lens of History: Research Reports Informational Writing Grade 5 Unit of Study
A Common Core Workshop Curriculum
Lucy Calkins Teachers College Reading and Writing ro!ect
Lesson Outlines By Sarah Onorato
Session 1: Organizing for the Journey Ahead

In this session0 you1ll teach stu#ents that research %riters or'ani2e the information that they kno% a&out their topic0 %hich helps them to %rite a&out their topic3
A Lucy Calkins CO
O! COR" U!IT
Unit 2 (Informational) Roa#map:

Mini-Lesson (10 min) Connection:

4uil# e.citement for this am&ition ne% unit3 Ask stu#ents to &rainstorm all they kno% a&out at topic0 5ottin' %or#s an# phrases on post,its3 (e can1t 5ust sho/e all these thin's ran#omly into a report3 (e must or'ani2e them lo'ically3 Teachin' 6oint: To#ay0 I %ant to teach you that researchers or'ani2e %hat they &rin' %ith them to their %ritin'3 (hen thin's are or'ani2e#0 inclu#in' information0 they1re easier to use3
$ather %hat they kno% a&out assi'ne# topic (rite a flash #raft )all a&out* the topic Cut apart #rafts to make room for note takin' Research an# reflect to 'ro% i#eas Re#raft research report + self,reflect on process -elect more focuse# topic from last #raft to focus on for ne.t #raft -tu#y mentor te.ts an# /i#eos $ather research from primary sources -econ# flash,#raft A## structure0 points of /ie%0 an# te.t features Craft intro#uctions an# conclusions
Teachin':
".plain that stu#ents %ill nee# to or'ani2e their kno%le#'e (capture# on 6ost,its) into cate'ories3 )-o to 'et rea#y to %rite you information &ook0 your 5o& no% is to set up your pa'es,the ones that are for each su&topic that %ill &ecome a chapter3* o#el first %ith some of your e.ample post,its3 Think alou# your reasonin' for sortin'7or'ani2in' ho% you #o3 Across 8 or 9 pa'es0 you %ill #o the same thin' on your o%n (Can 'i/e stu#ents a &ooklet or ha/e them #o it in their %riters note&ook)3 :ou1ll or'ani2e your post,its0 create cate'ories0 an# you may nee# to a## more post,its as you 'o3 ".plain that tomorro%0 stu#ents %ill flash,#raft research reports to help them see %hat they kno% so far0 an# %hat research they still nee# to #o3 -o to#ay you %ill (;) %rite many more notes on post,its0 an# (2) create cate'ories that account for most of your post,its an# help you ima'ine ho% your research report %ill 'o3
Acti/e "n'a'ement:
Link:

Writing and Conferring ( 0! min) i#,(orkshop Teachin' 6oint:
6reparin' to <raft: Ha/e stu#ents 'et fee#&ack on their plan for %ritin'3 -u''est partner talk like )Here1s my plan for my %ritin' so far3 (hat #o you think=* 6artners help each other3 In/ite stu#ents to spen# the final moments of to#ay an# more time toni'ht at home preparin' themsel/es to fast,#raft tomorro% &y takin' more notes on 6ost,its to fill their %riter1s note&ooks3 :ou can a&solutely use &ooks to pull out #ates0 names0 facts0 key %or#s to fill your sticky notes3 -hare )Tips on note,takin'* chart on p'3 ;; Continue research at home
Share "ime (# min)
$ome%or&:
Session ': Writing ()ash-*rafts
A Lucy Calkins CO
O! COR" U!IT
In this session0 you1ll remin# stu#ents that &efore %riters %rite0 they recall all they kno% a&out the kin# of %ritin' they are a&out to #o3


Ask stu#ents %hat they kno% a&out ho% information %ritin' ten#s to 'o3 Teachin' 6oint: To#ay0 I %ant to remin# you that &efore a %riter %rites0 the %riter often 'ets full of the kin# of %ritin' he or she aims to make3 6oets %arm themsel/es up &y rea#in' poetry3 -peech %riters listen to the $ettys&ur' A##ress or other 'reat speeches3 An# information %riters0 too0 profit fillin' themsel/es up %ith all that they kno% a&out ho% their kin# of %ritin' ten#s to 'o3
Teachin' an# Acti/e "n'a'ement:

<i/i#e the class into small 'roups3 Ask each 'roup to recall characteristics of 'oo# information %ritin'0 comin' up %ith a fe% key pointers to help %ith to#ay1s %ritin'3 ;st >ua#rant of stu#ents think a&out %hat they learne# last year from informational %ritin'3 2 n# >ua#rant of stu#ents stu#ies a pu&lishe# information &ook to collect o&ser/ations that coul# affect %hat you #o to#ay %hen you %rite your first #raft3 ? r# >ua#rant0 look o/er anchor charts %e alrea#y ha/e an# ho% they mi'ht apply to information %ritin'3 8 th >ua#rant0 think a&out %hat historians mi'ht care a&out that is special to %ritin' a&out history3 Here is a te.t a&out %hat historians #o that mi'ht help you3 )Historians use artifacts0 official #ocuments0 an# other e/i#ence as sources to stu#y the past3 The 5o& of a historian is to interpret past e/ents an# to think a&out the causes of these e/ents3 This information can help us un#erstan# our pre#ecessors an# perhaps help us sol/e current pro&lems or a/oi# pro&lems in the future3* "ach 'roup has ? minutes to #iscuss an# collect pointers to share %ith the 'roup3 )!o% lets 'i/e each other some last minute %or#s of a#/ice3* -hare out an# chart3 Coach %riters to look o/er their %ork plan in li'ht of these ne% su''estions3 Look o/er your post,its on your or'ani2e# pa'es3 This is like your plan3 To#ay you1ll %rite fast an# furious0 'ettin' all you can #o%n on paper as fast as you can3 <on1t try to make it perfect3 (e1ll ha/e time for that later3 (hen you feel rea#y to start0 'o for it3 Remem&er to %rite only on O!" si#e of the paper3
Link:
6ushin' to (rite ore: )Ho% many of you %rote at least one pa'e= T%o= Here1s somethin' cool3 It1s 'oin' to &e easy to %rite "@"! OR"3 (hen you think of somethin' more to a## to a cate'ory0 5ust stick it in there, %ritin' in the mar'ins3 6lus0 you coul# a## ne% cate'ories if you nee#3 (hat else can you say a&out each cate'ory= -ay more e/en %hen you think there is nothin' more,5ust keep %ritin'3 :ou1ll &e surprise# that somethin' else %ill come outA* Use information %ritin' checklist to self,assess current #rafts (C<,RO ) Bact check %ith a partner,see if %hat you %rote seems accurate to a partner Bin# sources online to fact,check0 confirm %hat you1/e %ritten is trueA
Share "ime (# min)

$ome%or&:
Session +: ,ote-"a&ing and -deaMa&ing for .e/ision
A Lucy Calkins CO
O! COR" U!IT

In this session0 you1ll teach stu#ents that researchers shift &et%een rea#in' to collect an# recor# information0 an# %ritin' to 'ro% i#eas3 (hen reflectin'0 researchers think0 talk0 an# 5ot a&out patterns0 surprises0 an# points of comparison or contrast0 an# they entertain >uestions3
Talk a&out professional %riter1s o&session o/er their tools3 I think %e nee# to &e a little o&sesse# %ith our material %e use -ometimes that can #etermine ho% much %e are a&le to %rite3 -ho% %ork from a stu#ent %ho has cut up her initial #raft0 tapin' one su&topic one each pa'e of her %riter1s note&ook0 an# then collectin' ne% relate# notes on the area surroun#in' it on the pa'e3 Recruit stu#ents to #o the same %ork to their #rafts3 -hift to a focus on ho% to take notes (for the ne% &lank spaces)3 Re/eal )Tips on !ote takin'* Chart (p322) ):ou1ll notice that there is nothin' on this list a&out usin' your notes to make i#eas0 an# that is %hat %e1ll focus on to#ay3 Collectin' facts an# information is important0 &ut it is also important to use those facts an# that information to 'ro% i#eas3* Teachin' 6oint: To#ay I %ant to teach you that %riters shift &et%een rea#in' to collect an# recor# information an# %ritin' to 'ro% i#eas3 As note,takers0 then0 researchers recor# an# also reflect3 (hen reflectin'0 researchers think0 an# talk an# 5ot a&out patterns0 surprises0 points of comparison or contrast0 an# they entertain >uestions3* Look at my pa'es of notes3 6art of my notes is &o.es an# &ullets0 facts0 information3 An# then sometimes you1ll see para'raphs0 sometimes pa'es of 5ust %ritin'3 Those are the places in my note,takin' %here I stoppe# rea#in'0 stoppe# takin' someone else1s information0 an# instea# sai# to myself0 )Let me think a&out %hat I ha/e learne# so far3* I1ll #emonstrate ho% to #o this so you can see %hat I mean3 I1ll rea# some information0 recor# some )re'ular* notes0 an# then #o some reflection notes3 (Think alou#0 like )(ait0 let me push myself to think moreC*) <e&rief3 (hat #i# you notice me #o= <i# you see I shifte# from 5ust recor#in' facts to recor#in' my thou'hts a&out those facts= <i# you see that after a little &it of thinkin' I %as rea#y to 'i/e up0 &ut I #i#n1t= Instea# %hat #i# I #o= Ask stu#ents to reflect on the te.t I rea# alou#0 an# share thou'hts a&out the facts3
Teachin':
Acti/e "n'a'ement:
Link:
)-o0 researchers0 to 'i/e yourself space for continuin' to research an# think a&out each of the sections of your report0 you1ll pro&a&ly %ant to cut apart your flash,#raft an# tape sections to &lank pa'es of your note&ook like I #i#3 Re/eal chart to recap learnin' so far in this unit )Information (ritersC* (p329)
Usin' <omain -pecific @oca&ulary: Rea# a sentence from your e.ample %ithout an# %ith specific /oca&ulary= (hat is the #ifference &et%een the t%o sentences= -oun# like an e.pertA Look at %hat your sections looke# like ori'inally0 an# compare to no%3 $allery -hare D lea/e notes for each other on %hat you fin# a#mira&le a&out their %ork3 Continue research0 note,takin'0 an# i#ea,makin' at home3
Share "ime (# min)

$ome%or&:
A Lucy Calkins CO
O! COR" U!IT
Session : Writers of $istory 0ay Attention to 1eogra2hy

In this session0 you1ll teach stu#ents that as historians %rite an# re/ise0 they nee# to keep in min# the >ualities of 'oo# %ritin' as %ell as the >ualities of 'oo# history3 One of the >ualities of 'oo# history to keep in min# is the impact that 'eo'raphy has on the %ays e/ents unfol#3 A map is a useful tool for this3
Intro#uce 'eo'raphy as a lens for re/ision3
Teachin':
Teachin' 6oint: To#ay I %ant to teach you that %hen you %rite an# re/ise as a historian0 it is important to keep in min# not only >ualities of 'oo# %ritin' &ut also >ualities of 'oo# history3 Bor e.ample0 historians think it is important to inclu#e #etails a&out the places %here thin's occurre#, a&out the 'eo'raphy of that place,&ecause 'eo'raphy %ill al%ays ha/e an impact on %hat occurs3 An# here1s the cool thin': a history %riter can think a&out the places in %hich ha &it of history occurre# simply &y keepin' a map close &y as he or she rea#s0 takes notes0 an# %rites3 Remin# stu#ents that %riters a#opt specific lenses in %hich they re,/ie%7re,see their %ritin'3 (e coul# look throu'h a spellin' lens3 The impact of 'eo'raphy can &e a lens too3 (hen %ritin' history0 one thin' a %riter can #o is to look throu'h the lens of EHa/e I hi'hli'hte# the %ays in %hich the 'eo'raphy0 the place0 impacte# the e/ents=1 <emonstrate rea#in' your o%n %ritin' %ith the 'eo'raphy lens0 recruitin' chil#ren to #o this alon'si#e you3 )Let1s rea# this to'ether3 Ho% much specific information is inclu#e# here a&out places0 a&out 'eo'raphy= It helps to ha/e a map on han# as %e #o this %ork0 so I1ll #istri&ute some no%3 (hile I rea# the te.t0 %ill you touch the places on the map that I mention an# think a&out the places I #on1t mention0 &ut coul#=* Think alou#3 Coul# I &e more specific= Am I lea/in' thin's out= OhA I can a##C !otice the %ay I a##e# more specific information0 an# I a##e# to%ns an# 'eo'raphic features3 4efore you 'et starte#0 %ill you rerea# the first &it of your o%n %ritin' an# after you ha/e #one that0 point out to a partner some of the specific #etails a&out place you think that coul# &e a##e#3 -o you ha/e a lot to #o3 :ou1ll nee# to re/ise %ith a map in han#0 an# I1m sure you are 'oin' to %ant to continue a##in' ne% notes an# ne% su&sections3
Acti/e "n'a'ement:
Link:
Lookin' for 6atterns an# Askin' Fuestions: Got >uestions you 'et that1ll lea# to more research3 Usin' -cale as a (ay to $ather Continue %orkin' on #rafts3 ore Information,estimatin' #istance as specific #etails to a##
Share "ime (# min)
$ome%or&:
Session #: Writing to "hin&
A Lucy Calkins CO
O! COR" U!IT
In this session0 you1ll teach stu#ents that %hen %riters are researchin'0 they think a&out the information they are learnin' an# come up %ith ne% i#eas3 One of the %ays %riters #o this is &y askin' >uestions an# fi'urin' out the ans%ers to those >uestions3

-et stu#ents up to see the si'nificance0 the lon',ran'e importance0 of learnin' to pursue their o%n i#eas in their on'oin' aca#emic %ork3 Teachin' 6oint: To#ay I %ant to teach you that %hen you are researchin' somethin'0 you nee# to not 5ust mo/e facts from someone else1s &ook to your pa'e3 :ou also nee# to think0 to come up %ith your o%n i#eas3 An# one of the &est %ays to #o this is to ask >uestions an# then fin# your o%n ans%ers to those >uestions0 e/en if your ans%ers are tentati/e: E ay&e it1s &ecauseC1 EI think it is &ecauseC1 EI %on#er if perhapsC1* Bacts are a &i' #eal for historians0 so it1s 'oo# that you1/e a##e# them3 4ut0 historians care a&out the facts 4"CAU-" they 'i/e them i#eas a&out ho% thin's %ere &ack then3 An# then they can treat them like clues to sol/e a mystery of %hat that time %as like3 Gust like at a crime scene0 %hen a #etecti/e says )I notice a fin'erprintC3this makes me thinkC* (e #o the same thin'3 I noticeCthis factCthis makes me thinkC Let me sho% you3 (e1ll rea# this passa'e an# collect clues a&out those places to help us fi'ure out %hat it %as like &ack then3 Think a&out %hat you mi'ht ha/e thou'ht or feltC%hat are you thinkin'= ost of you are usin' phrases like They pro&a&lyCIt must ha/e &eenCBor e.ampleC 6erhaps theyC Those are e.actly the sorts of phrases I %oul# e.pect you to use3 Re/ise ori'inal passa'e from the share# history report from %hat %e1/e learne#3 A## some
Teachin':
Acti/e "n'a'ement:
sentences0 un#erlinin' phrases %e su''este#3 Chart p'3 89 )(ritin' to Think*
Link:
(riters0 you are learnin' to not 5ust carry information from one place to another0 an# to not 5ust repeat information you1/e rea#0 &ut to make i#eas3 To#ay0 %ill you 'o ri'ht &ack o/er the %ritin' you ha/e &een #oin' o/er the past fe% #ays an# notice %hether your %ritin' is E5ust the facts1= If so0 see if you can push yourself to 'ro% i#eas3
Fuestions that Often Lea# to Insi'hts: If you are ha/in' a har# time fi'urin' out %hat to think0 there are three >uestions that I fin# helpful, >uestions that nu#'e me to 'o &eyon# 5ust recor#in' facts to%ar#s actual thinkin'3 ake Chart: (;) (hat are the surprisin' parts a&out this= (2) -o %hat= (?) Ho% #oes this connect %ith other thin's I kno%= Try these outA $roup stu#ents &ase# on similar topics an# channel them to participate in con/ersations to share insi'hts3 Learn from each other3 <iscuss these po%erful >uestions in your 'roups3 Then 'i/e stu#ents a fe% minutes to a## ne% insi'hts from 'roup to their #rafts3 Re/ise after your po%erful 'roup #iscussion3 Use %hat you learne# from your frien#sA
Share "ime (# min)
$ome%or&:
Session 3: Writers of $istory *ra% on an A%areness of "ime)ines

In this session0 you1ll teach stu#ents that as historians %rite an# re/ise0 they nee# to keep in min# the >ualities of 'oo# %ritin' as %ell as the >ualities of 'oo# history3 One of the >ualities of 'oo# history to keep in min# is the relationship &et%een e/ents in history3
A Lucy Calkins CO
O! COR" U!IT

Historians rerea# their %ritin' to &e sure they1/e keep in min# the >ualities of 'oo# history, an# attenti/eness to time an# place is part of that3 !o% that you1/e thou'ht a&out places0 you1re rea# to shift an# think a&out time3 Look at this timeline of a simple story you all kno%, $ol#ilocks3 (ill you an# your partner pick one e/ent off the timeline an# ask )Ho% is this e/ent relate# to a #ifferent e/ent in this timeline=* Turn an# talk3 If I %ere to #ra% connectin' arro%s on this timeline0 %here %oul# they 'o= -ome of you are makin' %hat coul# &e calle# cause,an#,effect connections3 -ome of you sa% a pattern3 Teachin' 6oint: To#ay I %ant to remin# you that %hen you %rite an# re/ise as a historian0 it is important to keep in min# not only >ualities of 'oo# %ritin'0 &ut also >ualities of 'oo# history3 Bor e.ample0 historians %rite a&out relationships &et%een e/ents &ecause the past %ill al%ays ha/e an impact on %hat unfol#s in the future3 This is calle# a cause,an#,effect relationship3 An# here1s another cool thin': a history %riter can hi'hli'ht relationships simply &y ha/in' a timeline close &y as he or she %rites3
Teachin':
".plain the lar'er point3 Researchers #on1t 5ust collect armloa#s of facts an# thro% them into a )report3* "/en 5ust one resource an# some #eep thinkin' can spark important insi'hts3 Research is more that 2oomin' aroun# like a ki# in a can#y shop scoopin' up as much info as they can an# thro%in' it in a &a'3 (e #on1t nee# to 'o to $oo'le an# #o%nloa# t%enty maps3 Lookin' closely at one map is enou'h if %e stu#y it carefully0 an# see more than most people %oul#3 That1s %hat %e1ll #o to#ay %ith a timeline3 Let1s look carefully an# may&e #ra% some arro%s of connection3 I mi'ht put my thou'hts #o%n a&out these facts I see3 ay&eC3 6erhapsC3 Ri'ht no%0 you an# your partner0 continue the %ork %e1/e starte#3 (hat connections can you see &et%een the e/ents on this timeline= To#ay an# from this #ay on0 %hene/er you %rite a&out history0 I hope you %ill remem&er that you can rerea# your %ritin' an# look at it throu'h the lens of e/erythin' you kno% a&out 'oo# %ritin'0 &ut also throu'h the lens of a historian %ith maps an# timelines3 An# the /ery &est thin' to #o is to not only recor# the place an# the time0 &ut to use maps an# timelines as tools to think a&out your topic0 'ro%in' i#eas3
Acti/e "n'a'ement:
Link:
Bollo%in' Up on Hunches: @erify your may&es &y 'atherin' more information3 $roup #iscussions (not 5ust e/eryone sharin' out0 &ut actually respon#in' to an# >uestionin' each other)3
Share "ime (# min)
$ome%or&: Bollo% up on Hunches0 'ather more information3
A Lucy Calkins CO
O! COR" U!IT
Session 4: Assem5)ing and "hin&ing a5out -nformation

In this session0 you coul# teach stu#ents that researchers take stock of all the information they ha/e collecte# so far an# make a plan to #o a >uick research to fill in any 'aps3
Mini-Lesson (10 min)
Continue %orkin' on #rafts0 usin' %hat %as learne# o/er the last fe% lessons3 -tu#ents %ill %rite ne% #rafts tomorro%0 so use to#ay1s lesson to a##ress misconceptions0 fill in research 'aps0 an# prepare to #raft3 Consi#er the >uestions that ha/e 'one unans%ere#0 the ne% >uestions that ha/e emer'e#0 an# the sections that ha/e perhaps &een ne'lecte# an# are un#e/elope#3 Take a moment to put sticky notes on the pa'es in your note&ooks %here you kno% you ha/e more research to #o3 Teachin' 6oint: To#ay I %ant to teach you that %hen researchers prepare to #raft0 they take stock of all the information they ha/e an# con#uct >uick research to tie up any loose en#s3 Use o%n or stu#ent1s %ritin' as a mo#el3 (hich section here nee#s more support=
Bi. some misconceptions you may ha/e seen in stu#ents1 %ritin'3 6repare a list of sources use# so far3 Binish any research so you are rea#y to #raft a'ain tomorro%3
Share "ime (# min)
$ome%or&:
Session 6: .edrafting Our .esear7h .e2orts
A Lucy Calkins CO
O! COR" U!IT

In this session0 you1ll teach stu#ents that informational %riters look &ack o/er their research an# use this to come up %ith an ima'e of %hat they hope to %rite3 They can #o this y sketchin' an outline an# then %ritin' fast off of their outline3
".plain to %riters that the process of nurturin' a topic often lea#s to the creation of /astly #ifferent #rafts3 )(e plan carefully for one %ay our reports %ill 'o3 (e lay out our 6ost,it notes an# or'ani2e them3 (e fast,#raft a first attempt3 4ut then thin's come alon'3 (e learn to fill 'aps in our research3 (e learn to incorporate information from timelines an# maps3 An# &efore you kno% it0 %e are creatin' somethin' /astly #ifferent from %hat %e ori'inally set out to make3* -et chil#ren up for #raftin' ne%0 &etter /ersions of their ori'inal reports3 Teachin' 6oint: To#ay0 I %ant to teach you that informational %riters take a moment to look &ack o/er their research an# con5ure an ima'e of %hat they hope to create0 sometimes &y >uickly sketchin' a ne% outline0 an# then %ritin' fast an# furious to #raft fresh /ersions of their reports3
Teachin':
-ho% chil#ren ho% you look &ack o/er the notes you1/e compile# this past %eek an# #e/elop a /ision for the ne% #raft you %ill pro#uce3 )I kno% this #raft %ill 'o a &it #ifferently0 mostly &ecause I more a&out my topic no%3 Let1s seeC* Tack teacher note&ook pa'es onto chart paper0 /isually sur/eyin' %hat you ha/e &efore you3 Think alou# as you make sure you are or'ani2e#3 ay nee# to rearran'e some stickies an# think of %hat main parts you1ll ha/e in your %ritin'3 (hat #o you think= !o%0 flip to your pa'es3 Look at the notes an# %ritin' you1/e 'athere# o/er the past couple %eeks3 Remem&er that as informational %riters0 you are lookin' for %ays to cate'ori2e an# or'ani2e your information3 (hat lar'e sections %ill your piece ha/e= (hat su&,sections= Ho% %ill it &e similar or #ifferent to your first #raft= $i/e them a fe% minutes to sort3 Gust like an athlete en/isions %innin' the race0 as %riters0 it can &e helpful to first en/ision %hat %e hope to achie/e3 Take a moment to picture your report3 Lay it out in your min#3 (hat %ill you %rite first= (hen you1re rea#y0 &e'in re#raftin' on ne% paper3
Acti/e "n'a'ement:
Link:
<ealin' %ith Lulls an# Tou'h -pots: If you1re stuck0 it mi'ht &e helpful to stop an# rerea# %hat you1/e alrea#y %ritten so far3 A#optin' a Bormal Tone: )I1m 'oin' to let you in on a little secretA All of us speak se/eral kin#s of "n'lish0 #epen#in' %ho %e are talkin' to0 an# our purpose0 %e a#5ust our tone3 )<u#e0 cut it outA* /ersus )".cuse me0 %oul# you min# stoppin' that please=* :ou %ant your %ritin' to &e as formal as possi&leA Chart )(ays to ake (ritin' ore Bormal* 63 H; Ieep %ritin' at homeA
Share "ime (# min)
$ome%or&:
A Lucy Calkins CO
O! COR" U!IT
Session 8: Ce)e5rating and .ea7hing "o%ard ,e% 1oa)s

In this session0 you coul# teach stu#ents that %riters cele&rate the accomplishments they1/e ma#e so far as historians an# researchers an# then set ne% 'oals for future %ork3
"he Ce)e5ration
This is a 'oo# time for you an# your stu#ents to look &ack%ar#s an# for%ar#0 thinkin'0 )(hat ha/e %e accomplishe#= (hat is the %ork that is still &efore us=* Take some time for cele&ration0 helpin' chil#ren fin# an au#ience for their %ork0 an# reco'ni2in' all they1/e #on so farA
At the en# of the cele&ration0 you1ll pro&a&ly %ant to turn the stu#ents to%ar# self,reflection0 first encoura'in' them to share their stren'ths %ith others0 an# then in/itin' them to set 'oal for their ne.t roun# of %ritin'3 The Information (ritin' Checklist (C<,RO ) shoul# &e use# in this process3 There are many options for a cele&ration: In/ite parents to the classroom to see the %ork the stu#ents ha/e #one thus far3 In/ite a &u##y class to a special e.hi&it on your class topic3 Create a class te.t&ook on your topic for the li&rary0 each stu#ent choosin' their stron'est section from their #rafts to a##3 -harin' reports electronically3 Cele&ratin' 5ust %ith your class %ith partners0 or small 'roups3 Let chil#ren lea# mini,seminars on their topics for the class3 If you see your class stru''lin' %ith somethin' you1/e alrea#y tau'ht0 you may use a fe% #ays after this cele&ration to #o some )&oot camp* %hole or small 'roup lessons on those issues &efore mo/in' on3
Session 10: *ra%ing -ns2iration from Mentor "e9ts
A Lucy Calkins CO
O! COR" U!IT

In this session0 you1ll teach stu#ents that to %rite research reports that are compellin' to rea#ers0 %riters nee# to %rite in a %ay that #ra%s rea#ers in3 Once %riters ha/e fi'ure# out ho% to #o this0 they can an'le their research appropriately3
Tell your partner the &est %ritin' you1/e e/er #one in your %hole life3 @ery fe% of you sai# your last research report3 (hat kept that from &ein' your &est %ritin' e/er= I ask that >uestion &ecause as you kno%0 to#ay you em&ark on another piece of %ritin', an# this time0 I think your 'oal shoul# &e not 5ust 'oo# research0 'oo# history0 an# 'oo# learnin', &ut also 'oo# %ritin'3 (hat can %e #o to make it likely that this ne.t piece of %ritin' 'ets onto your list of )&est %ritin' e/er=* Our 'oal this time %ill &e to %rite nonfiction that is &etter than a 'oo# #eal of %hat you1ll &e rea#in'A Are you 'ame for this challen'e= -o if this is our 'oal0 I nee# your input3 (hat #o you think you nee# to #ifferently as you %ork on this piece of %ritin'= Talk in 'roups of four a&out that3 I1/e hear# you say that you nee# (;) to stu#y &eautiful %ritin' (2) to choose more focuse# topics (?) to make creati/e #ecisions a&out ho% your piece %ill 'o an# (8) to %ork on >ualities of 'oo# %ritin'0 like #etails an# sho% #on1t tell3 -o it1s a #ealA Teachin' 6oint: To#ay I %ant to teach you that to %rite research that is compellin' to rea#ers0 your stu#y of your topic nee#s to &e #ri/en not 5ust &y a #esire to collect facts &ut also &y an ur'ent nee# to fin# the ra% material that you can fashion into somethin' that makes rea#ers say0 )(hoaA*
Teachin':
Acti/e "n'a'ement:
Link:
Writing and Conferring ( 0! min)
i#,(orkshop Teachin' 6oint:
Share "ime (# min)
$ome%or&:
Session 11: 0rimary Sour7e *o7uments
A Lucy Calkins CO
O! COR" U!IT
In this session0 you1ll teach stu#ents that it is /ery important for research %riters to stu#y primary sources3 Ho%e/er0 it takes careful close rea#in' to &e a&le to make sense of the primary source #ocuments3

Teachin':
Acti/e "n'a'ement:
Link:
Share "ime (# min)
$ome%or&:
Session 1': Organizing -nformation for *rafting

In this session0 you coul# teach stu#ents that %riters or'ani2e their research &y cate'ori2in' facts an# analysis they1/e collecte#0 so they are prepare# to use their or'ani2e# information to flash,#raft a report3
A Lucy Calkins CO
O! COR" U!IT

Teachin':
Acti/e "n'a'ement:
Link:
Share "ime (# min)
$ome%or&:
Session 1+: (inding a Stru7ture to Let Writing 1ro% -nto

In this session0 you1ll teach stu#ents that %riters think an# rethink the structure of their %ritin' to make it the &est it can &e3 They can stu#y the %ork of mentor authors for possi&ilities3
A Lucy Calkins CO
O! COR" U!IT

Teachin':
Acti/e "n'a'ement:
Link:
Share "ime (# min)
$ome%or&:
Session 1 : (inding Mu)ti2)e 0oints of :ie%
A Lucy Calkins CO
O! COR" U!IT

In this session0 you1ll teach stu#ents that e/ery sin'le story0 e/ery fact0 has multiple points of /ie% from %hich it can &e seen0 an# that %riters ask themsel/es0 )(hat are some other %ays to see this=*
Teachin':
Acti/e "n'a'ement:
Link:
Share "ime (# min)
$ome%or&:
Session 1#: Creating Cohesion
A Lucy Calkins CO
O! COR" U!IT
In this session0 you1ll teach stu#ents that to make %ritin' accessi&le an# easier for rea#ers to take in0 %riters rely on patternin' in %or#s0 structures0 an# meanin's3

Teachin':
Acti/e "n'a'ement:
Link:
Share "ime (# min)
$ome%or&:
Session 13: ;sing "e9t (eatures to Write We))
A Lucy Calkins CO
O! COR" U!IT

In this session0 you1ll teach stu#ents that informational %riters inclu#e te.t features to support a rea#er1s na/i'ation throu'h the te.t3
Teachin':
Acti/e "n'a'ement:
Link:
Share "ime (# min)
$ome%or&:
Session 14: Crafting -ntrodu7tions and Con7)usions

In this session0 you1ll teach stu#ents that research %riters craft intro#uctions that &oth e.plain the structure of their %ritin' an# lure rea#ers in3
A Lucy Calkins CO
O! COR" U!IT

Teachin':
Acti/e "n'a'ement:
Link:
Share "ime (# min)
$ome%or&:
Session 16: Mentor "e9ts $e)2 Writers .e/ise
A Lucy Calkins CO
O! COR" U!IT

In this session0 you coul# remin# stu#ents that %riters stu#y mentor te.ts for strate'ies an# techni>ues they can try in their %on %ritin'0 an# teach them that %riters also stu#y mentor te.ts for re/ision i#eas3
Teachin':
Acti/e "n'a'ement:
Link:
Share "ime (# min)
$ome%or&:
Session 18: Adding -nformation -nside Senten7es

In this session0 you1ll teach stu#ents that %riters use punctuation to pack facts an# information into the sentences that they ha/e alrea#y %ritten3
A Lucy Calkins CO
O! COR" U!IT

Teachin':
Acti/e "n'a'ement:
Link:
Share "ime (# min)
$ome%or&:
Session '0: Ce)e5ration
A Lucy Calkins CO
O! COR" U!IT
In this session0 you coul# teach stu#ents that information %riters share their %ritin' %ith an au#ience an# they teach their au#ience all they ha/e learne# a&out their topics3

Teachin':
Acti/e "n'a'ement:
Link:
Share "ime (# min)
$ome%or&:

Lucy Common Core Informational Unit

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Unit 2: The Lens of History: Research Reports (Informational)

Lucy Calkins Teachers College Reading and Writing ro!ect

Lesson Outlines By Sarah Onorato

Unit 2: The Lens of History: Research Reports (Informational)

Session 1: Organizing for the Journey Ahead

Unit 2 (Informational) Roa#map:

Mini-Lesson (10 min) Connection:

Writing and Conferring ( 0! min) i#,(orkshop Teachin' 6oint:

Share "ime (# min)

Unit 2: The Lens of History: Research Reports (Informational)

Session ': Writing ()ash-*rafts

Unit 2 (Informational) Roa#map:

Mini-Lesson (10 min) Connection:

Teachin' an# Acti/e "n'a'ement:

Writing and Conferring ( 0! min) i#,(orkshop Teachin' 6oint:

Share "ime (# min)

Unit 2: The Lens of History: Research Reports (Informational)

Session +: ,ote-"a&ing and -deaMa&ing for .e/ision

Unit 2 (Informational) Roa#map:

Mini-Lesson (10 min) Connection:

Writing and Conferring ( 0! min) i#,(orkshop Teachin' 6oint:

Share "ime (# min)

Unit 2: The Lens of History: Research Reports (Informational)

Session : Writers of $istory 0ay Attention to 1eogra2hy

Unit 2 (Informational) Roa#map:

Mini-Lesson (10 min) Connection:

Intro#uce 'eo'raphy as a lens for re/ision3

Writing and Conferring ( 0! min) i#,(orkshop Teachin' 6oint:

Share "ime (# min)

Unit 2: The Lens of History: Research Reports (Informational)

Session #: Writing to "hin&

Unit 2 (Informational) Roa#map:

Mini-Lesson (10 min) Connection:

sentences0 un#erlinin' phrases %e su''este#3 Chart p'3 89 )(ritin' to Think*

Writing and Conferring ( 0! min) i#,(orkshop Teachin' 6oint:

Share "ime (# min)

Unit 2: The Lens of History: Research Reports (Informational)

Session 3: Writers of $istory *ra% on an A%areness of "ime)ines

Unit 2 (Informational) Roa#map:

Mini-Lesson (10 min) Connection:

Writing and Conferring ( 0! min) i#,(orkshop Teachin' 6oint:

Share "ime (# min)

$ome%or&: Bollo% up on Hunches0 'ather more information3

Unit 2: The Lens of History: Research Reports (Informational)

Session 4: Assem5)ing and "hin&ing a5out -nformation

Unit 2 (Informational) Roa#map:

Mini-Lesson (10 min)

Writing and Conferring ( 0! min) i#,(orkshop Teachin' 6oint:

Share "ime (# min)

Unit 2: The Lens of History: Research Reports (Informational)

Session 6: .edrafting Our .esear7h .e2orts

Unit 2 (Informational) Roa#map:

Mini-Lesson (10 min) Connection:

Writing and Conferring ( 0! min) i#,(orkshop Teachin' 6oint:

Share "ime (# min)

Unit 2: The Lens of History: Research Reports (Informational)

Session 8: Ce)e5rating and .ea7hing "o%ard ,e% 1oa)s

Unit 2 (Informational) Roa#map:

Unit 2: The Lens of History: Research Reports (Informational)

Session 10: *ra%ing -ns2iration from Mentor "e9ts

Unit 2 (Informational) Roa#map:

Mini-Lesson (10 min) Connection:

Writing and Conferring ( 0! min)