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Stage 1 - Desired Results: Bhag Learners Will Create Informational Text To Share With Others Outside of Our Classroom

The document outlines a learning plan for kindergarten students to create informational texts to share with others. The plan includes introducing informational text structures through mentor texts, having students research topics and take notes, drafting and revising their writing with peer support, and publishing their final pieces digitally to share. The goal is for students to understand characteristics of informational texts and apply research, writing, and technology skills to create their own pieces to teach others about their topics.

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93 views

Stage 1 - Desired Results: Bhag Learners Will Create Informational Text To Share With Others Outside of Our Classroom

The document outlines a learning plan for kindergarten students to create informational texts to share with others. The plan includes introducing informational text structures through mentor texts, having students research topics and take notes, drafting and revising their writing with peer support, and publishing their final pieces digitally to share. The goal is for students to understand characteristics of informational texts and apply research, writing, and technology skills to create their own pieces to teach others about their topics.

Uploaded by

api-224967058
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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BHAG – Learners will create informational text to

share with others outside of our classroom.

Stage 1 – Desired Results


Established Goals:
•  Learners will write informational text using structure and characteristics from mentor texts.
•  Learners will apply research skills to learn more about their topic.
•  Learners will use technology to share writing with others.

CCSS Writing Standards:


Learners will…
W.K.2 Use a combination of drawing, dictating and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about the
topic.
W.K.5 With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed.
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers.
W.K.7 Participate in shared research and writing projects.
W.K.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question
Understandings: Essential Questions:
Students will understand that… •  What are the characteristics of an
•  Writers select things they know all about so informational text?
they can teach others. •  How can you organize and plan for your
•  Writers research, plan and write writing?
information in an organized way. •  How do you use research tools and
•  Writers reread and revise by elaborating to technology to help you learn?
make books longer. •  How can you make your writing better?
•  Writers use peer reviews to edit and •  How can you share your work?
enhance writing.
•  Writers improve their work to share with
others.
Students will know… Students will be able to…
•  Characteristics of Informational Text: •  Identify Informational text (vs narrative
•  Labels text) to use as mentor texts.
•  Key Details •  Use books & search engine to learn more
•  Vocabulary about a topic
•  Writing to teach •  Organize thinking for writing
•  Types (Q&A, Facts, How-to, Descriptive) •  Write drafts leading to final work.
•  Research skills/strategies •  Re-read, edit and improve writing.
•  Editing skills/strategies •  Share stories electronically.
•  Presentation skills and strategies
BHAG – Learners will create informational text to
share with others outside of our classroom.

Stage 2 – assessment evidence


Performance Tasks: Other Evidence:
•  Sorting: Informational vs. Narrative text •  Sharing writing with others.
•  Class discussion: Characteristics of •  Video reflection of assignment
informational text. •  How to improve
•  Performance: Graphic organizer to plan •  What to do next?
writing.
•  Partner check: Peer review & editing to
improve.
•  Transferring written piece to digital platform
•  Final Work: informational text to share with
others.
Standards Applied:
CCSS Writing Standards:
W.K.2 Use a combination of drawing, dictating and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about the
topic. Final work.
W.K.5 With guidance and support from adults, respond to questions and suggestions from
peers and add details to strengthen writing as needed. Partner check.
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers. Transferring to technology and sharing
with others digitally.
W.K.7 Participate in shared research and writing projects. Final work & research.
W.K.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question. Graphic organizer and researching.
BHAG – Learners will create informational text to
share with others outside of our classroom.

Stage 3 – Learning Plan


WHERETO key:
W – Help the student know Where the unit is going and What is expected? Help the teacher
know Where the students are coming from (prior knowledge, schema, interest).
H – Hook all students and Hold their interest.
E – Equip student, help them Experience the key ideas and Explore the issues.
R – Provide opportunities to Rethink and Revise their understandings and work.
E – Allow students to Evaluate their work and its implications.
T – Be Tailored (personalized) to the different needs, interests and abilities of learners
O – Be Organized to maximize initial and sustained engagement as well as effective learning.

Learning Activities:
1.  Read Informational Story (use student interests when choosing book) H
2.  Introduce essential questions. Discuss noticing's about different informational text. W
3.  Begin anchor chart of noticing's. Continue to add to chart as we learn about informational
text. E
4.  Teach lesson on difference between informational text and narrative text. Have students
sort books. Observe and check for understanding. E
5.  Have students decide on a topic. Discuss different topics as a class as well as where to
find ideas to write about if still unsure. E, T
6.  Model how to use a graphic organizer to organize thinking and begin writing. E
7.  Introduce KidRex and SchoolTube to research information. E
8.  Explore the library for informational text. Use books from the library to help with research
topics. E, T
9.  Students will begin to record what they know & what they have learned in a graphic
organizer to organize thoughts and prepare for writing. R, E2 T, O
10.  Students will share graphic organizers with peer to learn from each other. R, E2, T
11.  Students will compose a written graft of their informational piece. This may take multiple
days. Teacher will teach lessons and give reminders about what we have learned and
observed about informational text from our mentor texts. T, R
12.  Students will edit each others writing to help improve work. Teacher will introduce and remind
students how to edit and help improve each other’s work. E, R, A, O
13.  Typing final draft into Google slides. Teacher models how to change background, add text
and images and add new slides. Teacher helps guide as students take over learning. E, T, O
14.  Celebration: Sharing work with students from a different class via technology. Students
from another class providing feed forward. Sharing work with families and peers within
classroom. H, E2, T
15.  Video Reflections: Students create video about what they learned about informational text,
Google slides and their topic.

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