Lesson Cover Page

Lesson Topic: Overview of the 5 text structures in Informational writing, with a close focus on sequential writing
Length of Class Period: 54 minutes
Course: ELA - Writing
Grade Level: 6

TERMINAL BEHAVIORAL OBJECTIVE

State the terminal objective (including content and behavior):

Following a lesson on writing to inform, the student will create a sequential paragraph outlining the steps in preparing a Thanksgiving dish.

CONTENT STANDARDS
State the set of standards you are using (national, state and/or district). Then, list the specific standards that will be taught and assessed during the lesson.
Copy and paste in the language of the standard(s).

Arizona’s English Language Arts Standards – 6th grade

https://www.azed.gov/sites/default/files/2016/12/6th%20Grade%20ELA%202016%20Final.pdf?id=585aa928aadebe12481b8447

Writing Standards
Text types and purposes
6.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
Production and Distribution of Writing
6.W.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.)
Reading Standards for Informational Text
Craft and Structure
6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
6.RI.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.
6.RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

ELP STANDARDS AND ACCOMMODATIONS

List one or two language sub-standards(s) that align to the lesson (Use the Arizona ELP Standards: http://www.azed.gov/oelas/elps/ )

Grades 6-8, English Language Proficiency Standards, Productive Communication, Speaking and Writing
AZ ELP – Standard 3, Substandard PE/E-3: Compose informational texts that include details while using appropriate conventions
List the key Vocabulary in this lesson:
- Expository
- Informational
- Sequential
- Descriptive
- Compare and Contrast
- Problem and Solution
- Cause and Effect

List any ELL accommodations/literacy strategies you will use:

- Provide a sequential graphic organizer.
- Illustrate and/or find pictures to depict ingredients and steps of cooking on graphic organizer.
- Work with a partner fluent in English language to discuss the cooking steps and then write a sequential paragraph.

HOMEWORK
If there is homework following this lesson, list it here:

If not finished in class, students will complete their Thanksgiving recipe/sequential paragraph as homework.

RESOURCES/MATERIALS
List all resources, including technology, that you will need to teach this lesson:
- Class Promethean Board
- PowerPoint
- Mini White Boards and Dry Erase markers for each student
- Short video regarding informational text structures (embedded in PowerPoint)
- Graphic organizers for sequential writing
- Sources for Thanksgiving recipes: cooking/food magazines; cookbooks; internet using COW (computer on wheels) cart in class

Lesson Sequence
The Task Analysis must include the specific sub-tasks/topics. The first step in your Task Analysis should be your BW/Anticipatory Set.
The last step in your Task Analysis should match your terminal behavioral objective for the lesson. (Add more rows to this chart as needed.)

TIME TASK ANALYSIS
(This is how you are breaking the topic
down into sub-topics or steps)
10 min Students will be able to provide examples of
common forms of everyday writing that
inform them about tasks, topics, or events.
TEACHING STRATEGY
(Inquiry, Cooperative Learning, Discussion,
Problem Solving, Reflection, Laboratory,
Practice/Drill, Lecture, Simulation/Role Play,
Research, Peer Editing, Field Study, Graphic
Organizer, Video viewing/response, Journal, etc. )
Bellwork:
“What writing do you reference in your everyday life
to be informed about tasks, topics, or events?”
WHAT ARE THE STUDENTS DOING?
How are the students demonstrating their
learning? (This is your check for understanding)
Bellwork:
Students will respond to Bellwork prompt in their
writing notebooks.
 Think/Pair/Share:
Provide time for students to think about and
complete the Bellwork questions. Walk the Trenches
to monitor student engagement with task, praising
those who have finished and those who are close to
being finished and redirecting other students when
needed. Have students share examples with a partner.
After students have had time to share with a partner,
call on students to share examples with the class.
Students are asked to add to their list of examples if
and when something is shared that they did not
initially think to include. Teacher will discuss
important sources of informational writing.
Think/Pair/Share:
Students will consider the prompt and record
answers in their class writing notebooks. They will
then share their responses with a partner and
prepare to share with the class. When called on,
students will share examples with the class.
Students will add to their list of examples if and
when something is shared that they did not initially
include in their Bellwork response.

20 min The student will be able to categorize a Video: Video:

sample text into one of the five text
structures in informational writing.
Explain to students that the short video will lead into Students will watch a short, in-class video which
the topic of today’s class lecture on informational outlines 5 informative writing text structures.
writing. Inform students they do not need to take
notes during the video but should take notes during Lecture:
the lecture which will be supplemented by Students take notes in their writing notebook.
PowerPoint.
Intermittent Closure:
Lecture/Sample Passages: Students categorize short reading passages into one
Prior to the lecture, students are asked to take notes, of the 5 text structure categories, writing their
and the teacher reminds them about the most selection on their mini White Boards when asked,
important concepts to include in their note taking. “What category does this fit into? Be prepared to
Using a PowerPoint to supplement the lecture, the share your reasoning.”
teacher presents an overview of informational
writing and the 5 text structures. Short sample
passages are imbedded in the PowerPoint. The
teacher will take student volunteers to read these
passages aloud. Once a passage is read aloud, the
teacher will focus students’ attention to the class
White Board where the five text structure types are
listed and numbered. The teacher will ask students to
write on their mini White Board the number
corresponding to the text structure they believe the
passage exemplifies. The teacher will then ask that,
on the count of three, students raise their White
Boards reflecting their selection. The teacher will
scan the responses to check understanding and will
call on non-volunteers to explain their choice. The
teacher will then explain why the passage fits into a
certain text structure.
22 min Sequential Text Structure
Students will write at least one sequential
paragraph outlining the steps necessary to
prepare the dish. (Terminal Objective)
2 min Closure
Teacher Model: Teacher Model:
Model a sample sequential text and have students Students identify the steps in the teacher’s sample
individually identify the steps in the sequence. As sequential text.
they identify the steps, the teacher will model how
the steps fit into a sequential graphic organizer. Group Work:
Students will work with their assigned partner to
Why is it important to include all necessary steps? choose a favorite Thanksgiving recipe from in-class
(Teacher will provide examples, such as writing for resources. They will complete the sequential
cooking, building, or performing any task. She will graphic organizer to aide in organization of a
ask student to respond verbally to questions: “What sequential paragraph(s).
would happen if the Thanksgiving turkey was
roasted at too low a temperature?” “How would you Individual Work:
feel if there was no sugar in your pumpkin pie?”) Each student will list the ingredients in their chosen
recipe and write at least one sequential paragraph
Group Work/Graphic Organizer: explaining the necessary steps to prepare the dish.
The teacher will provide each student with a (Terminal Objective)
“Thanksgiving Recipe” worksheet and a graphic
organizer to use when working with a partner. The
teacher will place students into small groups (2
students per group). The assignment will then be
explained: each group will choose a favorite
Thanksgiving recipe using resources provided in
class (magazines, cookbooks, and internet – COW).
Working with their partner, each student will then
complete the graphic organizer. The teacher reminds
students to include all necessary steps on the graphic
organizer, referring them to the earlier modeling of a
sample sequential text and how to list the steps on
the graphic organizer.
Individual Work:
The teacher will explain to students that, after they
compete the graphic organizer, they will work
individually to complete their “Thanksgiving
Recipe” worksheet by listing the ingredients of their
chosen recipe and writing at least one sequential
paragraph explaining the necessary steps to prepare
the dish. (Terminal Objective)
Closure: Closure:
The teacher will poll the class regarding recipe Students will participate in an in-class poll
choices to determine if there is a clear winner. regarding recipe choices to determine if there is a
clear “favorite” Thanksgiving food.