Nonfiction Writing Unit Overview

ReadingWriting

Lesson 1: Choosing a nonfiction independent reading book

Lesson 2: Introduction of small group nonfiction books

Lesson 3: Types of nonfiction writing

Lesson 4: Text features that help us while reading

Lesson 5: Using questioning to dig deeper

Lesson 6: Other types of nonfiction not just books!

Lesson 7: Book share using other examples of nonfiction (Goodreads?)

Lesson 8: Synthesizing information

Lesson 9:

Lesson 10:

Lesson: 11:

Lesson 12:Lesson 1: How is nonfiction different from fiction?

Lesson 2: Nonfiction writers try it out!

Lesson 3: Narrowing our topic

Lesson 4: Writing our own text features

Lesson 5: Using vocabulary in nonfiction writing

Lesson 6: Deciding what to write about

Lesson 7: Roles of a newsletter

Lesson 8: Being a good cyber citizen when publishing writing

Lesson 9: Writing

Lesson 10: Editing

Lesson: 11: Publishing

Lesson 12: Presentations

Expository Unit Lesson 1 Reading

Objectives: 1. Students will choose an independent reading book that is expository2. Students will use sticky notes to text code the first portion of their nonfiction independent reading book Standards Meaning is constructed from a variety of text features and structures. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Materials Needed: Nonfiction books Survival by Henry Brook Great Discoveries and Amazing Adventures by Claire Llewellyn The Mysterious Times by Melissa Heckscher You Wouldnt want to be Sick in the 16th Century by Kathryn Senior Marching to the Mountaintop by Ann Bausum

Introduction: Were going to be starting a nonfiction unit where we are reading and writing all primarily nonfiction texts. What are some features of a nonfiction book? Make a list on the board and discuss as a class. What are some good nonfiction books youve read? Procedure: As we begin to dive into nonfiction text were each going to choose a nonfiction independent reading book. I have several books here that I will book talk and there are also many in the bins on the counter. Book talk the following books with the students: Were going to spend the rest of readers workshop reading our nonfiction books as well as text coding them. We went over text coding when we read the Iowa Ag Today. I use text coding to help me understand what Im reading, especially when Im starting a new book. Im reading this _____________book and Ive already begun to text code. Share the sticky notes youve put in the book and explain the text codes again. Ive put the code key up on the board for you to refer too. ! something new * something important ? a question a connection Ill be conferring with you individually. Make sure you have at least one of each of the text codes, that means one !, *, ? and . Have students pick their books and begin to read. Confer with students individually about what they are reading. Closing:As we begin to read our nonfiction books were going to move into guided reading groups to look at different nonfiction features. Well also begin to look at how nonfiction is written. Assessment: Ill assess by looking at the sticky notes that the students are placing in their books and individually conferring with them. Expository Unit Lesson 1 Writing

Objectives: Students will be able to explain the difference between nonfiction and fiction text and make a list describing those differences. Materials Needed: Nonfiction/fiction books Flipchart paper/markers Sticky Notes Question sheets for those who need themIntroduction: Nonfiction writing is a lot different than fiction writing, but how? Today were going to compare nonfiction and fiction texts to see just what type of things nonfiction writers use. Procedure: In your writing buddies (see above list) were going to look through fiction and nonfiction texts and make a list about what we find different. After you figure out the differences make sure to write them down so we can share those with the class. Allow student work time. Confer with students as they are working with their buddies. How do nonfiction writers keep us interested? How is the text formatted differently? Different words? Different writing style? Once student work is completed come back as a large class and have students share the ways that nonfiction writing is different than fiction. Write the list on a flipchartClosing: Now that we understand the differences in writing style, next time were going to try writing like a nonfiction writer!Differentiation: Students who need extra assistance will be given a graphic organizer with explicit questions to answer. Expository Unit Lesson 2/3- Reading

Objectives: Students will preview a nonfiction book and share their thoughts and ideas in relation to what they are reading. Standards:Materials Needed: Sticky Notes Guided Reading Books

Introduction: Today were going to dive into our nonfiction reading books. These are the books that we will be working with over the next few weeks in order to understand nonfiction text and write nonfiction. AS A LARGE CLASS: I want you to respond to the independent nonfiction reading books you selected. Write your thoughts and questions, your connections as well. I will be pulling small groups to introduce our guided reading books. Call group A first, if there is time call group F Go ahead and take a few minutes to flip through your book? What do you notice? What questions do you have right away? Procedure: Today were going to work mainly on responding to text while we read. When we respond to what were reading it can help us process the text better. I respond to nonfiction text by writing out my thoughts, questions, on sticky notes or on a piece of paper that I keep inside of the book. Follow along while I read the introduction. Explain to students how you would respond to this text in writing. What are some things we could include in our writing when were responding to text? Go ahead and read the next page on your own. How would you respond to this? What should we write down? Write down these ideas on the whiteboard. Now read the next page. As you read respond to the text with your questions thoughts and ideas. Closing: Before you come back to our group, please have the first chapter read. Make sure you have responded to the text with your thoughts, ideas, questions, and connections.Differentiation:

Expository Unit Lesson 2- Writing

Objectives: Students will identify qualities and features of a newsletter through looking at examples and discussing with their peers. StandardsRefer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text (LA- S1; BA) (LA-S2; BA)Materials Needed: Newsletters Elmo NotecardsIntroduction: At the end of our nonfiction unit we will be writing a newsletter for the 5th graders to read. Well go over the details of this at a later time, but its important that we know what a newsletter is for and how they are written. Procedure: Hand out stacks of newsletters to table groups. In your groups dig through the newsletters, see what you notice. With sticky notes mark and then write ideas for how the newsletters are written, and what types of features are present. Allow students time to work. Confer with groups What do you notice about the style of writing? How does the author choose a topic? Who is the audience? Are they writing for a specific audience? Does the writing change because of that audience? Are there text features? Have the students come back together as a large group to discuss what they found. Have an outline of a newsletter on the elmo that you can mark up and put sticky notes on with things youve noticed as well. Closing: To wrap up, write on a notecard three things that you think makes a newsletter worth reading. Hand those into me on the way out. Differentiation: Expository Unit Lesson 3- Writing

Objectives: Students will be able to take a large subject and narrow it down in to a specific topic in order to make a concise newsletter article. StandardsWrite informative/explanatory texts to examine a topic and convey ideas and information clearly.Materials Needed: Slips of paper Model book Paper/Elmo Writing notebooks

Introduction: Pass out the newsletters to groups again. Today were just going to be looking at the writing on the newsletters. What do you notice about the topics of the articles? How does the author write about a topic with a lot of information? When I write I sometimes find it hard to take a really big subject and narrow it to something specific that the reader can follow along. For example Im reading the book Surival and when I try and write about it, I just look at the large parts, instead of the small ones. Procedure: Survival is about how to survive in different climates. It has pictures and different hazards as well as about what to do in case you were stranded in a specific area. Show pages through 19. You can see that the author took a very broad topic and made it more specific when they were writing. If the author had not made separated survival into categories and just talked about how to survive in the wild in general, what might happen to you as the reader? In order to help the reader understand what were writing, its important to have a narrowed topic. Go through the process of freewriting and showing the students how to narrow their topic on the Elmo. Write Survival on a sheet of paper and draw arrows to more specific pieces of information about the topic. Ask the students for ideas. In your writing partners youre going to use the topic of your guided reading book narrow down the topic to something specific. Example: Animals of Africa Lions habitat Allow students time to work and confer with them on their progress. As students finish working have them share their thought processes.

Expository Unit Lesson 4/5- Reading

Objectives: Students will be able to identify the type of expository writing in their guided reading and independent nonfiction books based on text clues. StandardsDescribe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.(LA-S2;BE)Materials Needed: Expository text examplesIntroduction: There are six types of expository writing. This is the way that nonfiction writers structure their writing in order to make it easier for the reader to understand. What are some types of expository writing that youve seen? Procedure: Today were going to look at each type of expository writing: Cause and Effect Problem/Solution Sequence Description Compare/Contrast Question and Answer In your table groups you each have a stack of books. Look through those books and decide which type of writing the author is using. Have students look through the books. Bring back students to a large group to discuss their findings. As I pull guided reading groups well be looking at how knowing the type of writing can increase our understanding of what were reading. Your independent task today while youre reading is to look at your book and decide which type of writing the author is using. Reflect on the clues you are using to figure out which type of expository writing it is. Pull independent groups and give the below lesson: Today were going to be look at the clues the author gives us to figure out which type of expository writing structure the author is using. What are some things that we could look for? As I read the first page follow along. Read the first page of the book and point out words, headings and pictures that help you to determine which type of expository writing you are looking at. Read the next two pages on your own. What type of writing is the author using? What clues help us figure that out? As you go back to independent read, read the rest of the chapter. Were going to use an interactive bookmark today. On these sheets of paper write words, pictures, and other clues you find that help you to determine what type of expository writing the author uses. When you are finished use a new bookmark in your independent reading book. Closing: Call the students back together as a large class. What types of expository writing did we experience today? What clues help us to come to that conclusion?

Expository Unit Lesson 4- Writing

Objectives: Students will be able to create a text feature of their choice that is informational in nature. StandardsInterpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (LAS2;BG)Materials Needed: Paper Informational Text NewslettersIntroduction: In reading weve been talking about how text features help us to learn information and find important pieces in text. Today were going to investigate how to write text features specifically for a newsletter. Procedure: Hand out newsletters to groups again make sure the newsletters have a text feature. What do you notice about the text features in the newsletter? Take a few minutes to explore with your group? Have a discussion about what the students came up with. What are some text features we may put in our own newsletters? Were going to try creating some text features today. Using a sheet of paper pick a text feature and create your own! On the back of your paper make sure to write how this feature helps the reader to understand the text. Before we begin take two minutes to turn to a partner and have a conversation about the text feature you think you might create and why. Allow students work time. Closing: Lets share our text features! Turn in the text features in the finished work tray for evaluation. Differentiation: Students who need extra assistance will be given a template to create their feature.

Reading Lesson 2.23.15Objectives: Students will be able to identify the type of expository writing in their guided reading and independent nonfiction books based on text clues. Introduction: Today we are going to take some time just to read. After you are finished with the task I gave you during our small groups, choose either your nonfiction, or fiction independent book and read. Procedure: Pull independent groups and give the below lesson: Today were going to be look at the clues the author gives us to figure out which type of expository writing structure the author is using. What are some things that we could look for? As I read the first page follow along. Read the first page of the book and point out words, headings and pictures that help you to determine which type of expository writing you are looking at. Read the next two pages on your own. What type of writing is the author using? What clues help us figure that out? As you go back to independent read, read the rest of the chapter. Were going to use an interactive bookmark today. On these sheets of paper write words, pictures, and other clues you find that help you to determine what type of expository writing the author uses. When you are finished use a new bookmark in your independent reading book. Closing: Call the students back together as a large class. What types of expository writing did we experience today? What clues help us to come to that conclusion? Writing Lesson 2.23.15Objectives: 1. Students will be able to write a lead for their newsletter articleIntroduction: Turn to your partner and talk about the topics youve picked to write your newsletter article on. Procedure: A newsletter has to grab you and make you want to read more. Share examples of a good newsletter lead, and a bad newsletter lead. If Im writing my newsletter article on lions I need to have a great lead that hooks everyone, not just people who really like lions. Model writing a good lead. Have students create their own leads based on the topics they have selected for their newsletter.Closing: Share completed leads if there is time,

Reading Lesson 2.24.15Objectives: 1. Students will identify text features in various texts and explain how they use those features to increase their meaning of the text. Materials Needed: Text feature examples Text feature scavenger huntIntroduction: Using the text structure examples attached, have the students have the students discuss what types of information each text feature tells them. Continue the discussion by asking students how they use text structures to increase their understanding when they read. Procedure: Hand out the text feature scavenger hunt and have the students complete it in pairs using the various nonfiction texts around the room. Once they are done completing the scavenger hunt they can independent read.

Writing Lesson 2.24.15Objectives: 1. Students will identify the purpose of the newsletter, and characteristics of the audience that their newsletter is going to. Materials Needed: Newsletters WorksheetsIntroduction: Pass out newsletters to students. These can be found in the manila folder. Our goal today is to figure out who the audience is for these newsletters, and identify characteristics of the audience for our newsletter.Procedure: Pass out the attached worksheet. Students will work with their table groups to answer the questions. Please collect all of the newsletters when students are done with them.

Reading Lesson 2.25.15/2.26.15Objectives: 1. Students will explain how questioning helps them learn more about a text, and develop questions related to the books they are reading. Materials Needed:Introduction: We ask questions for many different reasons. Before reading a text, perhaps they are curious about something they might find out. During reading, asking questions can help them stay engaged with difficult or unfamiliar material. Stress the importance of stopping to consider what has been read along the way and let them know that turning the information into questionseven questions that they already know the answers toleads them to reflect on and better comprehend what has been read. Around the room are sheets of paper with various topics on them. Your goal is to come up with a question for each topic. What are you wondering about the topic on the paper. Once youve come up with your questions, put the sticky note on the poster. There are two types of questions thick vs thin. Thin questions are answered through facts. If I have the Survival book I may ask, Where can I find water in the desert? Or What is the best shelter in the forest? Thick questions we have to infer the answer. The answer comes from our own head, and is supported by details in the text. Thick Questions start with: Give the reasons why.Why doesHow didWhat ifProvide support forExplain Thin Questions start with Who isWhat is.Where isDefineNameList Now that we have our questions I want you to get with your guided reading groups. Put your questions into thick vs thin categories. If you have a lot of thin questions try and change them into thick questions. As we ask questions we dig deeper into topics. As we begin to write our newsletter articles, consider the questions that your classmates asked. They might be good ideas for your article! Procedure: During reading today while Im calling groups I want you to ask two thick questions based on your independent reading book. Post your question and its answer on Edmodo and respond to one other persons question with a question! Once you are done with your questions you may independent read or work on your newsletter article. Small Group Lesson: Model what they will be doing by asking a thin question about the text they are reading Write the thin question in the center of the chart paper and circle it. Tell students that this is the start of your "question web." Read aloud a few pages from the book. As information that pertains to the question comes up, write it on the chart paper, circle it, and draw a line connecting it to the circled question. Ask students if any other information in the book answers this question. After reading a few pages, refer to your chart and highlight in one color the information that best answers the question. Information that does not pertain to the question at hand, but was interesting nonetheless, can be highlighted in a second color. Ask the students how you can change the thin question to a thick question. Have students come up with their own thin or thick questions and do a web. Closing: Call everyone back to the carpet. What did you discover today as you were answering your questions?

Reading 2.26.15

Independent reading tasks for today: Finish guided reading tasks Independent read

Writing Lesson 2.25.15Objectives: 1. Students will decide what jobs they are having when they are writing their newsletter Materials Needed: RubricsIntroduction: Today were going to go over the requirements for our newsletters. Pass out the rubric and go over what each student needs to do. Procedure: The rest of class time will be used to meet with your groups and figure out who will be in what job and to start researching your article topic. You can change your topic if you need to. Before we leave I need you to write what everyone is writing about and what job they have on a piece of paper and turn it in.

Writing Lesson 2.26.15Introduction: Have students get into groups for their newsletterProcedure: I will be checking in with groups and discussing if theyve picked topics and if they have questions. If groups are ready they will begin to create a newsletter title, and brainstorm ideas for a heading. Once they have completed that and cleared their newsletter name with me, they will begin an outline of their article. Closing: Bring everyone back together, ask if there are any questions that they have about what we are doing.

Reading Lesson 2.27.15Objectives: 1. Students will synthesize information they would like to use in their newsletter articleMaterials Needed: Books related to the topics Independent reading booksIntroduction: When you did hall of fame you had to take multiple pieces of information and put them together. You have to decide what is important because your article cant be too long. Today were going to be taking multiple texts and determining the key points that we want to put into our newsletter. Procedure: Put students into their guided reading groups. You have a stack of books relating to your guided reading books. You know what topic you are writing about, so now its your job to look through these resources and find pieces of information that may help you with your newsletter article. I would also look for text features that you need to include. Remember, you need at least three. Allow work time. Closing: What did we find when we were looking through our books?

Writing Lesson 2.27.15Objectives: 1. Students will write a first draft of their newsletter article.

Procedure: Today were going to begin writing our newsletter article. Youve been looking at information in books and you will be incorporating that information into a newsletter article. As were writing think about the type of text structure you are using. Are you sequence, description, cause and effect? Also remember those vocabulary words we used. Have students begin writing. They should try and get a first draft done by the end of the period.

Newsletter ProjectAs a team you will be creating a newsletter for the 5th grade students to look at. Your newsletter topic will be based on your book club book. You may choose an individual topic that is related to your book club book. We will type our newsletters and text features and then cut and paste them onto construction paper. Group A: Women who DaredGroup B: Animals of AfricaGroup C: The Human BodyGroup D: Cherokee HeroesGroup E: Portraits of GreatnessGroup F: Chemistry in Medicine

Each Individual Needs to:___Write a newsletter Article___Title your article___Create a text feature to match your article___Fulfill the role of their job

Each Newsletter Needs to Have:___One article per person in your group___ At least 3 text features___ A title___A header___A completed newsletter for the 5th graders to read.

Jobs you will have when you are in your newsletter group:

EditorYou will make sure there are no spelling or grammar errors and make sure the articles are interesting to read. DesignerYou will be in charge of finding a way to make all of the pieces to fit onto the construction paper and making sure your finished product is neat and presentable. Information SpecialistIf someone has a question or needs help finding information they will come to you for help.Task ManagerYou will make sure that all of the people in your group are getting their tasks done and are on time to meet the publication date!

SecureDeveloping Beginning

Newsletter ArticleNewsletter article was well researched and related to the content of the overall newsletter. It was 3 to five paragraphs in length.Newsletter article was related to the content, but could have used more information. It was only 2 paragraphs in lengthNewsletter was not related to the content and was only one paragraph in length.

Text FeaturesText feature is related to the article and is easy to understand how it improves the readers knowledgeText feature was understandable, but it wasnt as closely related to the article as it could have beenText feature was not related to the article and was hard to understand.

AppearanceNewsletter has all of the appropriate pieces and is neat, colorful, and easy to read.Newsletter is missing one or more pieces and could be neaterNewsletter is sloppy and missing more than two required pieces.

Spelling and Grammar0-5 spelling and grammar mistakes5-8 spelling and grammar mistakesMore than 8 mistakes

Group Collaboration You worked well with your team and helped out others when it was necessary. You did only your part and did not help othersYou did not contribute to the group conversation or newsletter.

Writing 3/2Objective: Students will practice citing sources using the TASL formMaterials: TASL forms iPads BooksHave students talk about why they should cite sources. Using the TASL (title, author, source, license) sheet, have students practice citing various sources from the nonfiction books in the room. Students need to cite at least three sources. They can also use online sources via iPad

Once students are done, allow time to write their articles.

Reading 3/2 Objectives: Students will identify questions and wonderings they would like to find out about Dr. Seuss.

Materials: The Boy on Fairfield Street Conference Clipboard Sticky notes

Read The boy on Fairfield Street : how Ted Geisel grew up to become Dr. Seuss.

Have students come up with questions and things they would like to find out about Dr. Seuss.

Meet with Small Groups you did not get to on Friday. Make sure they have their question web completed and that they finished their books.

Also ask how their progress on the newsletter is coming. Have students talk to each other about their jobs and expectations. Observe their conversation.

Reading 3/3Objectives: Students will create a first draft of their newsletter articles.

Allow students time to write their newsletter articles. They need to try and have a draft of the article done by the end of reading so they can type them in the lab this afternoon. If their draft is done, have students start to create their text structure. They can also write more than one article.

Writing 3/3We will be going to the downstairs computer lab to work on newsletters from 12:30-1:30.

Students need to be doing the following: Researching their topic Writing their article Working on their text features

Reading 3/4Objectives: Students will compare and contrast different types of schools and identify tasks that teachers, students, and principals are supposed to do.

Read the book Hooray for Diffendoofer Day! Ask questions throughout the book such as: What type of school is this? Why do you think the students are nervous? How do you feel before a test? What are the differences in the two schools? Why does one school do better than the other? After you are done reading the book:The narrator of this story is sure that Diffendoofer School is very different from other schools. Ask your students to define school and learning. What and how are teachers supposed to teach? What is the job of a principal? Do students think that their school is different from other schools in any way? If yes, explain. If no, what is an ordinary school? Do your students think that they would like Diffendoofer School? Why or why not? Students should post their group responses on Edmodo.

When students are done answering these questions in their groups, have them independent read

Writing 3/4We will be going to the downstairs computer lab to work on newsletters from 12:30-1:30.

Students need to be doing the following: Researching their topic Writing their article Working on their text features

Reading 3/5Read Oh the Places Youll Go. to the students. At the end of the book, ask students to talk to each other about what they thought the book meant. What was the main message of the story?

After they have read the book tell them to cut out a balloon shaped piece of construction paper and write or draw what their goals are or what they want to be when they grow up. Post these around the room.

Writing 3/5Work in the downstairs lab on newsletters 11:00-11:40

Students need to be doing the following: Researching their topic Writing their article Working on their text features

Reading 3/6Allow students time to independent read. Confer with students about what they are reading and the strategies they use while they are reading. Record your observations on the clipboard.

Writing 3/6Presentation of newsletters. Groups will share their creations of the newsletters. Take them to the 5th grade (Mrs. King) and have the students fill out the rubric and make comments about the newsletters.