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Prewriting

Drafting

Publishing

Prewriting

Drafting

Revising

Revising

Editing

Editing

Publishing

In this chapter, students will learn how to organizeinformation in a way that answers readersquestions about a topic. They will also focus on

expressing the information clearly by adding anyneeded explanations and staying on the topic.

First, students will learn the parts of a factualreport and authentic reasons for writing one.

Then Max, the student guide, will lead themthrough the writing stagesprewriting, drafting,revising, editing, and publishing. As Max learnsnew writing strategies, students will practice

using those strategies in their own writing.

Like Max, students will choose an interestingtopic and think of two questions that readers

might ask about it. Next, they answer thosequestions. Then, they will use Webs to organizetheir notes. After writing their drafts, they

will add explanations and make sure that everysentence in their report belongs there.

As students edit, they will check their spellingand make sure they wrote in complete sentences.In this chapter, they will focus on their use ofplural nouns. After writing their final draft, they

will publish their factual report by reading italoud and adding it to a class encyclopedia. You

may wish to send to families the School-HomeConnection Letter for this chapter, located at theend of the Teacher Edition.

The topic is very interesting to the reader.

The order ofinformation makes sense.

The report answers two or more questionsabout the topic.

Explanations make the report clear.

Every sentence tells about the topic.

All plural nouns are written correctly.

Students publi

sh thei

r reports by addi

ngthem to a class encyclopedia.

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Learning Objectives

Activities

WEEK 1WEEK 1Day 1 Day 2 Day 3 Day 4 Day 5

Learning Objectives

Activities

WEEK 2WEEK 2Day 1 Day 2 Day 3 Day 4 Day 5

Learning Objectives

Activities

WEEK 3WEEK 3Day 1 Day 2 Day 3 Day 4 Day 5

Students will:

learn about this unit swriting projects.

meet the student guide.

Students will:

discuss the componentsof a factual report.

explore authentic reasonsfor writing this kind ofreport.

Students will:

learn the purpose of arubric.

read a student model of afactual report.

Students will:

use the rubric to evaluatethe model factual report.

Students will:

learn how to choose atopic, ask questions aboutit, and find informationto answer those questions.

Read and discuss Studentpages 196-197. Read and discuss Studentpages 198-199. Read and discuss Studentpages 200-201. Read and discussUsing the Rubric toCheck the Model(Student pages 202-205).

Read and discussPrewriting: Pick a Topic(Student pages 206-207).

Students will:

learn how to use a Webto organize ideas for areport.

Students will:

choose a topic, ask aquestion about it, takenotes to answer thequestion, and use a Webto organize the notes.

Students will:

ask a second question,take notes to answer it,and use another Web toorganize the notes.

Students will:

learn how to write a draftfor a factual report.

Students will:

review the rubric. write a draft of their

factual report.

Read and discuss

Prewriting: Make a Plan(Student pages 208-209).

Read and discuss

Prewriting: Pick a Topic(Student pages 210-211).

Read and discuss

Prewriting: Pick a Topic(Student pages 212-213).

Read and discuss

Writing: Make a Draft(Student pages 214-215).

Read and discuss

Writing: Make a Draft(Student pages 216-219).

Students will: see how Max, the student

guide, adds explanationsto his report.

add explanations to theirown report.

Students will: see how Max removes

sentences that do not tellabout his topic.

check their report forsentences that do notbelong.

Students will: study how Max edited his

draft.

edit their own draft forerrors, checking their useof plural nouns.

Students will: practice using plural

nouns.

Students will: review Maxs final draft.

write their final draft. read their report aloud.

add it to a classencyclopedia.

Read and discuss

Revising: Check MyWriting(Student pages220-221).

Read and discuss

Revising: Check MyWriting(Student pages222-223).

Read and discuss

Editing: Proofread MyWriting(Student pages224-225).

Read and discuss

Practice: Plural Nouns(Student pages 226-227).

Read and discuss

Publishing: Share MyWriting(Student pages228-229).

* To complete the chapter in fewer days, teach the learning objectives and activities for two days in one day.

This planning chart, correlated to your states writing standards, is available on-line at http://www.zaner-bloser.com/sfw. Expository Writing Factual Report 135

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199

IntroductionThis is the beginning

of the report. I tell the topic ofmy paper and catch the readers

attention in this part.

Here are some reasons to write a factual report.

To share informationWhen I learn something new or important, I like to tell othersabout it in a factual report. Then, they can learn about it, too.

A factual report is a paper that tells facts about a topic. It can be about

anything that interests me. It can be about a person, a place, a thing, an event, orsomething else!

FactsA fact is something that

can be proved. I can prove howtall I am because I can be measured.I cant prove that my favorite music is

beautiful. Some people may notlike my music.

To answer questionsA factual report is a great way to answerquestions I have about something. I can lookin books to find answers. Then, I can tell what Ihave learned.

To entertainA factual report can be fun to read and write. Ican make my topic interesting for the reader by

including unusual or surprising facts. I can tellabout a cool event that the reader might like toexperience, such as going to a concert orvisiting a museum.

This is the longest partof the report. I tell facts about

my topic in this part.

Body

The topic is what thereport is about. The topic can be

almost anything, such as butterflies, aspecial person, or the Olympics.

Topic

This is the end of thereport. I sum up the main point

of my report in this part.

Conclusion

Define the Genre(Student page 198)

Factual ReportTell students that expository writing gives informationabout a topic. To practice this kind of writing, they willchoose an interesting topic, ask two questions about it,find answers to those questions, and write a report thatshares what they learned with their readers.

Discuss the difference between fiction stories and factualreports. Ask students to name places where they are likelyto find factual reports. textbooks, magazines

Elements of the GenreFactual ReportRead and discuss the parts of a factual report. Point out

that most factual writing (nonfiction) has an introduction,a body, and a conclusion. Explore the difference betweena fact (a provable statement) and an opinion (someonesbelief ). For example, have students name some facts andopinions about a familiar topic, such as dogs.

Explain that students might choose to write about ahouse fire they once saw, stamp collecting or anotherhobby, or your schools music teacher. No matter which

topic they select, their report should contain mostly factsthat they can prove.

Authentic Writing(Student page 199)

Read and discuss the reasons for writing a factual reporton Student page 199. Students might write a report toshare fascinating information with others, to answer theirown questions about a topic, or to interest readers in atopic that they might not have thought about before.Encourage students to suggest topics in any of thesecategories.

Point out that our reason for writing can help us decidewhich details to include and which words to use in areport. As students consider what to write about, havethem also think about their purpose for writing. Youmight also note that the same factual report could have allthree purposes: to share information, to answer their ownquestions, and to entertain readers.

Student pages 198199

136 Expository Writing Factual Report