Unit Plan Cover Page

Unit Topic: Informational/Expository Writing Time Frame: 2 weeks

Subject/Course: English/Language Arts Grade Level: 6th grade

CONTENT STANDARDS

Arizona English/Language Arts Standards: 6th grade

Writing Standards:
 6.W.2
 6.W.4
 6.W.5
 6.W.7
 6.W.8
 6.W.9
Reading Standards:
 6.RI.1
 6.RI.6
 6.RI.8
 6.RI.9

BIG IDEA/ESSENTIAL QUESTIONS

Big Idea/Enduring Understanding guiding this unit: What is the most effective way to convey ideas and information in writing?

Essential Questions:
 How can you best explain a process or event?
 How can you most effectively define or describe a topic?
 How can you best explain how things are alike and different?
 How can you most effectively present a problem and offer adequate solutions for it?
 How can you best explain the causes of an event or situation and the effects that result from it?

ASSESSMENTS
Essays/major assignments:
 #1: Informational/Expository Writing – Sequence: A Favorite Recipe
 #2: Informational/Expository Writing – Sequence: A “How To” Guide
 #3: Informational/Expository Writing – Descriptive: What Makes an Ideal Teacher?
 #4: Informational/Expository Writing – Descriptive: Write a Review (of a book, movie, show, restaurant, etc.)
 #5: Informational/Expository Writing – Compare/Contrast
 #6: Informational/Expository Writing – Problem/Solution
 #7: Informational/Expository Writing – Cause/Effect

RESOURCES/MATERIALS

 Graphic organizers for each category of informational/expository writing (sequence, descriptive, compare/contrast, problem/solution,
and cause/effect)
 Lectures supplemented by PowerPoint presentations
 Example essays/writings from teacher and other mentor text sources for modeling purposes
- Essay/mentor text: “The Life Cycle of a Butterfly” by J. Harrell
- Essay/mentor text: “Moving Into the Middle School” by Thomas Richard
- Essay/mentor text: “Cell Phones in School” by Gwyneth Avery
- Essay/mentor text: “A Reason for Everything” by B. Browne
 List of sources/topics for each category of informational/expository writing (sequence: cookbook, instructions, lists, driving
directions/maps, study tips; descriptive: newspapers, magazines, amazon reviews, job postings; compare/contrast: video games vs.
board games, electronic books vs. printed books, movie genres, music genres, etc. and examples of articles/internet resources that
discuss these topics; problem/solution: cell phones in school, cyberbullying, poor grades and examples of articles/internet resources
that discuss these topics; cause/effect: global climate change, social media effect on young people, growing up in poverty, the impact
of stress on health, effects of school bullying on children, etc. and examples of articles/internet resources that discuss these topics
 Teachers Pay Teachers resources on informational/expository writing units/lesson plans
 Daily agenda/objectives posted in class where students can easily see and reference it.

Unit Calendar
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Week 1: Week 1: Week 1: Week 1: Week 1:

Class lecture: Class discussion: sequential Class lecture: descriptive Class discussion: using Class sharing: student
expository/informational writing. What happens if a writing. descriptive writing for reviews.
writing; supplemented step is left out or is wrong? reviews.
with PowerPoint. Discuss examples of Class lecture: writing to
Group activity: descriptive writing and Group activity: compare/contrast.
Invite students to Students will break into sources of descriptive Students will break into
provide input about their small groups to share writing. small groups. Each group In-class reading: Moving
everyday writing. recipes. They will make a will read a published Into the Middle School
list of the recipes in their Assignment 3: Descriptive review of a book, movie, by Thomas Richard
Model examples of group and will be prepared writing. restaurant, concert, or
everyday informational to share the list with entire  In at least 3 paragraphs, play. Students will discuss Assignment 5:
writing. class. Were there any clear describe what makes an the effectiveness of the Compare/contrast
winners? ideal teacher (due review, and how writing (due Monday)
Describe sources of Thursday). descriptive details and
informational writing. In-class reading: The Life Model use of graphic topics covered in the Write at least 3
Cycle of a Butterfly by J. organizer. review contributed to its paragraphs comparing
Discuss sequence writing. Harrell. effectiveness. and contrasting
something taken from a
Model examples of Assignment 2: Sequence Assignment 4: Descriptive list in class or of the
sequence writing. writing. writing. student’s choice.

Assignment 1: Sequence Students will write a Students will write a Model use of graphic
writing. sequential essay with at descriptive review with at organizer.
least 3 paragraphs using least 3 paragraphs, using a
A Favorite Thanksgiving one of the prompts topic provided in class or
Recipe (due Tuesday). provided in class or one of one of their choice (due
Friday).
Model use of graphic their choice (due
organizer. Wednesday).

Model use of graphic

organizer.

Week 2: Week 2: Week 2: Week 2: Week 2:

Class lecture: writing to Class devoted to student Class lecture: writing to Class devoted to student Assignment 7 due; unit
inform on a research for inform on cause/effect. research for cause/effect complete. Play school-
problem/solution. problem/solution essay. essay. appropriate movie
In-class reading: A Reason (preferably one a
In-class reading: Cell for Everything by B. student reviewed).
Phones in School by Browne.
Gwyneth Avery.
Assignment 7: Cause/effect
Assignment 6: essay (due Friday)
Problem/solution essay
(due Wednesday)

Write a 5-paragraph Write a 5-paragraph

problem/solution essay cause/effect essay about a
about a topic taken from topic taken from a list
a list provided in class or provided in class or a topic
a topic of the student’s of the student’s choice.
choice.
Model use of graphic
Model use of graphic organizer.
organizer.