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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
Unit 3: Bend 2Table of Contents
Drafting and Revising Information Books on Focused Topics
Section Page Number Unit Essential Questions 3 Unit Goals and Sub Goals (Task Analysis) 3-6 Unit Language (Spanish, Russian, English) 7-9 Unit Assessment Checklist 10-13 Unit Assessment Rubric 14-17 Sample Unit Calendar 18 Anchor Charts 19-22 Work Cited 22
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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
Grade 6Content: Unit 3, Bend 2
Dates of Unit:
Unit Title: Drafting and Revising Information Books on Focused TopicsStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)
Writing W.6.1 Write arguments to support claims with clear reasons and relevant evidence. W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content. W.6.4 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.) W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach. W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when
appropriate. W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
o a. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
o b. Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
o d. W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Reading Literature
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct
from personal opinions or judgments. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through
examples or anecdotes). RI.6.5 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. RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a
coherent understanding of a topic or issue.
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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on
the same person). RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.Speaking and Listening
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.3 Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Language
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content,
choosing flexibly from a range of strategies.o c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning or its part of speech. L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
Essential Questions: (These goals should be aligned to Essential Questions.)
What are specific features that should be included in information writing?¿Cuáles son las características específicas que se deben incluir en la escritura informativa?
Goals:(These should be aligned to the Goals above)
SWBAT gather relevant information and determine a plan to begin writing.
SWBAT revise their writing by elaborating and focusing on structure.
SWBAT analyze and incorporate text features into their writing.
SWBAT use a rubric to self-assess and assess the work of others.
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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
Learning Targets(aligned to goals)
I can determine what is important about a topic to lead my trail of research. (Session 5)
Puedo determinar lo que es importante acerca de un tema para guiarme en mi investigación. (Sesión 5)
I can elaborate on my writing by including precise information. (Session 7)
Puedo elaborar en mi escritura mediante la inclusión de información precisa. (Sesión 7)
I can analyze text features used in mentor texts and determine their purpose. (Session 11)
Puedo analizar las características del texto utilizados en los textos mentores y determinar su propósito. (Sesión 11)
I can use an information writing checklist to self-assess my own writing. (Session 9)
Puedo usar la lista de control informativa para autoevaluar mi propia escritura. (Sesión 9)
I can represent my research trail by creating a visual representation. (Session 5)
Puedo representar a mi investigación mediante la creación de una representación visual. (Sesión 5)
I can connect information together with ideas and transitions. (Session 7)
Puedo conectar información, junto con las ideas y las transiciones. (Sesión 7)
I can add text features (e.g. diagrams, charts) to my piece of informational writing. (Session 11)
Puedo añadir las características del texto (p.ej. diagramas, gráficos) a mi escritura informativa. (Sesión 11)
I can provide specific feedback to a classmate using the information writing checklist. (Session 14)
Puedo dar comentarios específicos a un compañero de clase utilizando la información en la lista de control informativa. (Sesión 14)
I can develop a plan on several possible ways to use structure in my informational writing. (Session 6)
Puedo desarrollar un plan sobre diversas formas posibles de utilizar estructura en mi escritura informativa. (Sesión 6)
I can create a flash-draft and continue research by taking notes on meaningful information. (Session 8)
Puedo escribir un borrador rápido y continuar la investigación tomando notas sobre información significativa. (Sesión 8)
I can write a compelling introduction for each chapter of my informational writing. (Session 12)
Puedo escribir una introducción convincente para cada capítulo de mi escritura informativa. (Sesión 12)
I can organize different possibilities for a table of contents based on my trail of
I can write a detailed informational piece by elaborating on important
I can incorporate meaningful quotations in my informational writing.
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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topicsresearch. (Session 6)
Puedo organizar diferentes posibilidades para una tabla de contenido basada en mi investigación. (Sesión 6)
sections of my draft. (Session 9)
Puedo escribir una obra informativa detallada mediante la elaboración de secciones importantes de mi borrador rápido. (Sesión 9)
(Session 13)
Puedo incorporar citas significativas en mi escritura informativa. (Sesión 13)
I can divide or combine sub-topics based on the amount of information. (Session 6)
Puedo dividir o combinar los sub-temas basados en la cantidad de información. (Sesión 6)
I can revise by re-reading focusing on a specific component of structure (e.g. transitions, vocabulary). (Session 9)
Puedo revisar volviendo a leer centrándome en un componente específico de la estructura (p.ej. transiciones, vocabulario). (Sesión 9)
I can use transitions when including quotations. (Session 13)
Puedo usar las transiciones con mis citas. (Sesión 13)
I can analyze a mentor text for structures to include in my writing. (Session 7)
Puedo analizar un texto mentor para estructuras para incluir en mi escritura. (Sesión 7)
I can analyze mentor texts for the use of complex sentences to revise my own writing. (Session 10)
Puedo analizar textos mentores para el uso de oraciones complejas para revisar mi propia escritura. (Sesión 10)
I can add an analysis or explanation after including a quotation. (Session 13)
Puedo añadir un análisis o explicación después de incluir una cita. (Sesión 13)
I can write quick notes on a plan for subtopics and structure before I begin drafting a new chapter. (Session 12)
I can introduce the source when using a quotation. (Session 13)
Puedo presentar a la fuente al utilizar una cita. (Sesión
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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused TopicsPuedo escribir notas rápidas en un plan para sub-temas y estructura antes de empezar de escribir un nuevo capítulo. (Sesión 12)
13)
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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
Stage 2 Determine Assessment EvidenceENGLISH Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
Citing evidence
Academic Language Stems:Easy for Beginners
On page __________, it said __________. The author wrote __________. From reading, I know that __________. For example, __________.
Medium for Intermediate For example, the text/author says __________. For example, readers learn that __________. __________ writes __________. According to the text __________.
Difficult for Advanced and Fluent Researchers learn/show that __________. One thing to note is that __________. For example, the activist says __________. For example, research shows that __________. For example, according to the text/author __________. __________ claims __________. __________ describes this, saying.
Academic Vocabulary: visual structure table of contents subtopics chapter elaborate precise complex sentences text features compelling quotation source self-assess feedback
Assessment Tools:
Goals Rubric Assessment Checklist
Stage 2 Determine Assessment Evidence
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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
SPANISH Academic Language (What language will students need to sound like experts?)Academic Language Function(s):
Citar evidencia
Academic Language Stems (to talk about their writing):Fácil para los principiantes
En la página __________, dice ___________. El autor escribió __________. Después de leer, sé que __________. Por ejemplo, __________.
Medio para el Intermedio Por ejemplo, el texto/autor dice __________. Por ejemplo, los lectores aprenden que __________.
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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics __________ escribe __________. Según el texto __________.
Difícil para Avanzado y Fluido Los investigadores muestran que __________. Una cosa que es importante notar es __________. Por ejemplo, el activista dice __________. Por ejemplo, la investigación muestra que __________. Por ejemplo, de acuerdo con el texto/autor __________. __________ reclama que __________. __________ describe esto diciendo ______________.
Academic Vocabulary: Visual Estructura Tabla de contenido sub-temas capítulo elaborar precisa oraciones complejas características del texto convincente cita Fuente Autoevaluar consejos de compañero
Assessment Tools:
Goals Rubric Assessment Checklist
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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
Assessment Checklist – Unit 1 Bend 2
Student Name I can
det
erm
ine
wha
t is i
mpo
rtan
t ab
out a
topi
c to
lead
my
trai
l of
rese
arch
. (Se
ssio
n 5)
I can
repr
esen
t my
rese
arch
trai
l by
crea
ting
a vi
sual
repr
esen
tatio
n.
(Ses
sion
5)
I can
dev
elop
a p
lan
on se
vera
l po
ssib
le w
ays t
o us
e st
ruct
ure
in m
y in
form
ation
al w
riting
. (Se
ssio
n 6)
I can
org
anize
diff
eren
t pos
sibili
ties
for a
tabl
e of
con
tent
s bas
ed o
n m
y tr
ail o
f res
earc
h. (S
essio
n 6)
I can
div
ide
or c
ombi
ne su
b-to
pics
ba
sed
on th
e am
ount
of i
nfor
mati
on.
(Ses
sion
6)
I can
ana
lyze
a m
ento
r tex
t for
st
ruct
ures
to in
clud
e in
my
writi
ng.
(Ses
sion
7)
I can
ela
bora
te o
n m
y w
riting
by
incl
udin
g pr
ecise
info
rmati
on.
(Ses
sion
7)
I can
con
nect
info
rmati
on to
geth
er
with
idea
s and
tran
sition
s. (S
essio
n 7)
I can
cre
ate
a fla
sh-d
raft
and
conti
nue
rese
arch
by
taki
ng n
otes
on
mea
ning
ful i
nfor
mati
on. (
Sess
ion
8)
I can
writ
e a
deta
iled
info
rmati
onal
pi
ece
by e
labo
ratin
g on
impo
rtan
t se
ction
s of m
y dr
aft. (
Sess
ion
9)
I can
revi
se b
y re
-rea
ding
focu
sing
on
a sp
ecifi
c co
mpo
nent
of s
truc
ture
(e
.g. t
rans
ition
s, vo
cabu
lary
).(S
essio
n 9)
I can
use
an
info
rmati
on w
riting
ch
eckl
ist to
self-
asse
ss m
y ow
n w
riting
. (Se
ssio
n 9)
Notes
B = Beginning D = Developing P = Proficient M=Mastery
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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
Assessment Checklist – Unit 1 Bend 2
Student Name I can
ana
lyze
men
tor t
exts
for t
he u
se o
f co
mpl
ex se
nten
ces t
o re
vise
my
own
writi
ng. (
Sess
ion
10)
I can
ana
lyze
text
feat
ures
use
d in
m
ento
r tex
ts a
nd d
eter
min
e th
eir
purp
ose.
(Ses
sion
11)
I can
add
text
feat
ures
(e.g
. dia
gram
s,
char
ts) t
o m
y pi
ece
of in
form
ation
al
writi
ng. (
Sess
ion
11)
I can
writ
e qu
ick
note
s on
a pl
an fo
r su
btop
ics a
nd st
ruct
ure
befo
re I
begi
n dr
aftin
g a
new
cha
pter
. (Se
ssio
n 12
)
I can
writ
e a
com
pelli
ng in
trod
uctio
n fo
r ea
ch c
hapt
er o
f my
info
rmati
onal
w
riting
. (Se
ssio
n 12
)
I can
inco
rpor
ate
mea
ning
ful q
uota
tions
in
my
info
rmati
onal
writi
ng. (
Sess
ion
13)
I can
use
tran
sition
s whe
n in
clud
ing
quot
ation
s. (S
essio
n 13
)
I can
add
an
anal
ysis
or e
xpla
natio
n aft
er in
clud
ing
a qu
otati
on. (
Sess
ion
13)
I can
intr
oduc
e th
e so
urce
whe
n us
ing
a qu
otati
on. (
Sess
ion
13)
I can
pro
vide
spec
ific
feed
back
to a
cl
assm
ate
usin
g th
e in
form
ation
writi
ng
chec
klist
. (Se
ssio
n 14
)
Notes
B = Beginning D = Developing P = Proficient M=Mastery
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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
Lista de control – Unit 1 Bend 2
Nombre del/la
estudiante Pued
o de
term
inar
lo q
ue e
s im
port
ante
ace
rca
de u
n te
ma
para
gui
arm
e en
mi
inve
stiga
ción
. (Se
sión
5)Pu
edo
repr
esen
tar a
mi
inve
stiga
ción
med
iant
e la
cr
eaci
ón d
e un
a re
pres
enta
ción
visu
al.
Pued
o de
sarr
olla
r un
plan
so
bre
dive
rsas
form
as
posib
les d
e uti
lizar
es
truc
tura
en
mi e
scrit
ura
Pued
o or
gani
zar d
ifere
ntes
po
sibili
dade
s par
a un
a ta
bla
de c
onte
nido
bas
ada
en m
i in
vesti
gaci
ón. (
Sesió
n 6)
Pued
o di
vidi
r o c
ombi
nar l
os
sub-
tem
as b
asad
os e
n la
ca
ntida
d de
info
rmac
ión.
(S
esió
n 6)
Pued
o an
aliza
r un
text
o m
ento
r par
a es
truc
tura
s pa
ra in
clui
r en
mi e
scrit
ura.
(S
esió
n 7)
Pued
o el
abor
ar e
n m
i es
critu
ra m
edia
nte
la
incl
usió
n de
info
rmac
ión
prec
isa. (
Sesió
n 7)
Pued
o co
nect
ar
info
rmac
ión,
junt
o co
n la
s id
eas y
las t
rans
icio
nes.
(S
esió
n 7)
Pued
o es
crib
ir un
bor
rado
r rá
pido
y c
ontin
uar l
a in
vesti
gaci
ón to
man
do
nota
s sob
re in
form
ació
n
Pued
o es
crib
ir un
a ob
ra
info
rmati
va d
etal
lada
m
edia
nte
la e
labo
raci
ón d
e se
ccio
nes i
mpo
rtan
tes d
e m
i bo
rrad
or rá
pido
. (Se
sión
9)
Pued
o re
visa
r vol
vien
do a
le
er c
entr
ándo
me
en u
n co
mpo
nent
e es
pecí
fico
de la
es
truc
tura
(p.e
j. tr
ansic
ione
s, v
ocab
ular
io).
(Ses
ión
9)
Notes
C = Comenzando D = Desarrollando P = Proficiente M=Maestría
12 | P a g e
6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
Lista de control – Unit 1 Bend 2
Nombre del/la estudiante Pu
edo
usar
la li
sta
de
cont
rol i
nfor
mati
va p
ara
auto
eval
uar m
i pro
pia
escr
itura
. (Se
sión
9)
Pued
o an
aliza
r tex
tos
men
tore
s par
a el
uso
de
orac
ione
s com
plej
as p
ara
revi
sar m
i pro
pia
escr
itura
. Pu
edo
anal
izar l
as
cara
cter
ística
s del
text
o uti
lizad
os e
n lo
s tex
tos
men
tore
s y d
eter
min
ar su
Pued
o añ
adir
las
cara
cter
ística
s del
text
o (p
.ej.
diag
ram
as, g
ráfic
os) a
m
i esc
ritur
a in
form
ativa
. (S
esió
n 11
)
Pued
o es
crib
ir no
tas r
ápid
as
en u
n pl
an p
ara
sub-
tem
as y
es
truc
tura
ant
es d
e em
peza
r de
escr
ibir
un
nuev
o ca
pítu
lo. (
Sesió
n 12
)
Pued
o es
crib
ir un
a in
trod
ucci
ón c
onvi
ncen
te
para
cad
a ca
pítu
lo d
e m
i es
critu
ra in
form
ativa
. (S
esió
n 12
)
Pued
o in
corp
orar
cita
s sig
nific
ativa
s en
mi e
scrit
ura
info
rmati
va. (
Sesió
n 13
)
Pued
o us
ar la
s tra
nsic
ione
s co
n m
is ci
tas.
(Ses
ión
13)
Pued
o añ
adir
un a
nális
is o
expl
icac
ión
desp
ués d
e in
clui
r una
cita
. (Se
sión
13)
Pued
o pr
esen
tar a
la fu
ente
al
util
izar u
na c
ita. (
Sesió
n 13
) Pued
o da
r com
enta
rios
espe
cífic
os a
un
com
pañe
ro
de c
lase
util
izand
o la
in
form
ació
n en
la li
sta
de
cont
rol i
nfor
mati
va. (
Sesió
n 14
)
Notes
C = Comenzando D = Desarrollando P = Proficiente M=Maestría
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6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
Unit of Study Informational Writing Checklist
STRUCTURE
OVERALL LEAD TRANSITIONS ENDING ORGANIZATION
Student Name I can
con
vey
idea
s and
info
rmati
on a
bout
a su
bjec
t in
a w
ell-s
truc
ture
d te
xt. S
ometi
mes
I in
corp
orat
ed a
rgum
ents
, ex
plan
ation
s, st
orie
s, o
r pro
cedu
ral p
assa
ges.
I wro
te a
nd in
trod
uctio
n in
whi
ch I
inte
rest
ed re
ader
s, pe
rhap
s with
a q
uote
or s
igni
fican
t fac
t. I l
et re
ader
s kno
w
the
subt
opic
s tha
t I c
ould
dev
elop
late
r and
how
my
text
w
ould
unf
old.
I use
d tr
ansiti
ons t
o he
lp re
ader
s und
erst
and
how
di
ffere
nt b
its o
f inf
orm
ation
and
diff
eren
t par
ts o
f my
writi
ng fi
t tog
ethe
r. I u
sed
tran
sition
s to
help
con
nect
id
eas,
info
rmati
on, a
nd e
xam
ples
, and
to im
ply
rela
tions
hips
such
as w
hen
mat
eria
l exe
mpl
ifies
, add
s on
to, i
s sim
ilar t
o, e
xpla
ins,
is a
resu
lt of
, or c
ontr
asts
, I u
sed
tran
sition
s suc
h as
for i
nsta
nce,
such
as,
simila
rly,
ther
efor
e, a
s a re
sult,
in c
ontr
ast t
o, a
nd o
n th
e ot
her
hand
.
II w
rote
a c
oncl
usio
ns in
whi
ch I
rest
ated
the
impo
rtan
t id
eas a
nd o
ffere
d a
final
insig
ht o
r im
plic
ation
for t
he
read
er to
con
sider
.
I cho
se a
focu
sed
topi
c.
I use
d su
bhea
ding
and
/or c
lear
intr
oduc
tory
tran
sition
s to
sepa
rate
secti
ons.
I mad
e de
liber
ate
choi
ces a
bout
how
to o
rder
secti
ons a
nd
abou
t the
sequ
ence
of i
nfor
mati
on a
nd id
eas w
ithin
se
ction
s. I
chos
e st
ruct
ures
such
as c
ompa
re-a
nd-c
ontr
ast,
cate
gorie
s, an
d cl
aim
-and
-sup
port
to o
rgan
ize in
form
ation
an
d id
eas.
Som
e se
ction
s are
writt
en a
s arg
umen
ts,
expl
anati
ons,
stor
ies,
or p
roce
dura
l pas
sage
s.
- = Not Yet √ = Starting To + = Yes!
14 | P a g e
6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
Development
ELABORATION
Student Name I inc
lude
d va
ried
kind
s of
info
rmati
on su
ch a
s fa
cts,
quo
tatio
ns,
exam
ple,
and
de
finiti
ons.
I use
d tr
uste
d so
urce
s an
d in
form
ation
from
au
thor
ities
on
the
topi
c an
d ga
ve th
e so
urce
s cr
edit.
I wor
ked
to m
ake
my
info
rmati
on
unde
rsta
ndab
le a
nd
inte
resti
ng. T
o do
this,
I m
ay h
ave
refe
rred
to
earli
er p
arts
of m
y te
xt,
sum
mar
ized
back
grou
nd
info
rmati
on, r
aise
d qu
estio
ns, a
nd
cons
ider
ed p
ossib
le
impl
icati
ons.
- = Not Yet √ = Starting To + = Yes!
Lista de Control de la Unidad de Escritura Informativa
15 | P a g e
6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
ESTRUCTURA
EN GENERAL
EL PRINCIPIO TRANSICIÓNES
LA CONCLU
-SIÓNORGANIZACIÓN
Nombre del/la Estudiante Pu
edo
tran
smiti
r ide
as e
info
rmac
ión
acer
ca d
e un
tem
a en
un
text
o bi
en e
stru
ctur
ado.
A v
eces
he
inco
rpor
ado
argu
men
tos,
exp
licac
ione
s, h
istor
ias o
pas
ajes
de
proc
edim
ient
o.
Escr
ibí u
na in
trod
ucci
ón e
n la
que
inte
resé
a lo
s lec
tore
s,
tal v
ez c
on u
na c
ita o
un
hech
o sig
nific
ativo
. Dej
é qu
e lo
s le
ctor
es sa
ben
los s
ubte
mas
que
pod
ía d
esar
rolla
r más
ad
elan
te y
cóm
o m
i tex
to se
des
arro
llaría
.
Usé
tran
sicio
nes p
ara
ayud
ar a
los l
ecto
res a
com
pren
der
cóm
o lo
s dife
rent
es b
its d
e in
form
ació
n y
dife
rent
es
part
es d
e m
i esc
ritur
a en
caja
n en
tre
sí. U
sé tr
ansic
ione
s pa
ra a
yuda
r a c
onec
tar i
deas
, inf
orm
ació
n y
ejem
plos
, y
dar a
ent
ende
r las
rela
cion
es, c
omo
cuan
do e
jem
plifi
ca
mat
eria
les,
se su
ma
a, e
s sim
ilar a
, exp
lica,
es e
l res
ulta
do
de, o
con
tras
tes,
que
util
izan
las t
rans
icio
nes,
com
o, p
or
ejem
plo,
tale
s com
o, d
e m
aner
a sim
ilar,
por l
o ta
nto,
co
mo
resu
ltado
, en
cont
rast
e co
n, y
en
la o
tra
man
o.
Escr
ibí u
na c
oncl
usió
n en
la q
ue v
olví
a a
cont
ar la
s ide
as
impo
rtan
tes y
ofr
ecí u
na v
isión
fina
l o im
plic
acio
nes p
ara
la c
onsid
erac
ión
del l
ecto
r.
Eleg
í un
tem
a en
foca
do.
Usé
un
subtí
tulo
y/o
tran
sicio
nes i
ntro
duct
oria
s cla
ras
para
sepa
rar l
as se
ccio
nes.
Hice
dec
ision
es d
elib
erad
as a
cerc
a de
cóm
o or
dena
r las
se
ccio
nes y
ace
rca
de la
secu
enci
a de
info
rmac
ión
e id
eas
dent
ro d
e la
s sec
cion
es. E
legí
est
ruct
uras
tale
s com
o co
mpa
rar y
con
tras
tar,
cate
goría
s, y
la re
clam
ació
n-y-
apoy
o pa
ra o
rgan
izar l
a in
form
ació
n y
las i
deas
. Alg
unas
se
ccio
nes s
e es
crib
en c
omo
argu
men
tos,
exp
licac
ione
s,
cuen
tos o
pas
ajes
de
proc
edim
ient
o.
- = No Todavía √ = Comenzando + = ¡Sí!
DESARROLLO
16 | P a g e
6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
ELABORACIÓN
Nombre del/la Estudiante In
cluí
div
erso
s tipo
s de
info
rmac
ión,
com
o he
chos
, cita
s, ej
empl
os
y de
finic
ione
s.
Usé
fuen
tes c
onfia
bles
e
info
rmac
ión
de la
s au
torid
ades
sobr
e el
te
ma
y di
o el
cré
dito
a
esas
fuen
tes.
He tr
abaj
ado
para
ha
cer m
i esc
ritur
a co
mpr
ensib
le e
in
tere
sant
e. P
ara
ello
, pu
ede
que
haya
co
ntem
plad
o pa
rtes
an
terio
res d
e m
i tex
to,
info
rmac
ión
de fo
ndo,
pr
egun
tas p
lant
eada
s,
y co
nsid
eré
las
impl
icac
ione
s pos
ible
s.
- = No Todavía √ = Comenzando + = ¡Sí!
17 | P a g e
6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused TopicsStage 3 Plan Learning Experiences and Instruction
SAMPLE UNIT CALENDAR
Monday Tuesday Wednesday Thursday FridayI can determine what is important about a topic to lead my trail of research. (Session 5)
I can represent my research trail by creating a visual representation. (Session 5)
I can develop a plan on several possible ways to use structure in my informational writing. (Session 6)
I can organize different possibilities for a table of contents based on my trail of research. (Session 6)
I can analyze a mentor text for structures to include in my writing. (Session 7)
I can elaborate on my writing by including precise information. (Session 7)
I can connect information together with ideas and transitions. (Session 7)
I can create a flash-draft and continue research by taking notes on meaningful information. (Session 8)
I can write a detailed informational piece by elaborating on important sections of my draft. (Session 9)
I can revise by re-reading focusing on a specific component of structure (e.g. transitions, vocabulary). (Session 9)
I can use an information writing checklist to self-assess my own writing. (Session 9)
I can analyze mentor texts for the use of complex sentences to revise my own writing. (Session 10)
I can analyze text features used in mentor texts and determine their purpose. (Session 11)
I can add text features (e.g. diagrams, charts) to my piece of informational writing. (Session 11)
I can write quick notes on a plan for subtopics before I begin drafting a new chapter. (Session 12)
I can write quick notes on a plan for structure before I begin drafting a new chapter. (Session 12)
I can write a compelling introduction for each chapter of my informational writing. (Session 12)
I can incorporate meaningful quotations in my informational writing. (Session 13)
I can use transitions when including quotations. (Session 13)
I can add an analysis or explanation after including a quotation. (Session 13)
I can introduce the source when using a quotation. (Session 13)
*Publication of Final Draft? *Publication of Final Draft? I can provide specific feedback to a classmate using the information writing checklist. (Session 14)
18 | P a g e
6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
Anchor Charts:
¡Cómo dar vida a los principios de cada capítulo!
Muestra el escenario Acciones poco-a-poco Añadir detalles sencillos y
conmovedores Añadir descripciones físicas de los
personajes Añadir descripciones
emocionales de los personajes Prefigura el problema social más
grande
Escritores de Información combinan una Variedad de Información
Cuentos Explanaciones Descripciones Citas Palabras de Vocabulario Definiciones Mapas y fotografías
19 | P a g e
6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
Estructuras comunas para Textos Informativos
Problema/solución(Capítulos acerca del problema, capítulos acerca de la solución)
Cronológicamente(Qué pasó primero, siguiente, y que podría pasar en el futuro)
Lista o Cajas y viñetas(Escribe acerca de una persona o proyecto después de otro, probablemente tratando a cada uno similarmente)
Clasificación(Proponer que hay diferentes tipos de cosas, categorías, y clarificar cada tipo)
Algunas palabras de Transición
Elaboran información
tambiénademásadicionalmente
Hacen conclusiones o una idea
finalmenteen conclusiónen finasí
Comparan y contrastan ideas o evento
a pesar de queperoaunqueen la otra mano
20 | P a g e
6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics Definición
(Argumenta que algo es una palabra (eg. Un Héroe) y da ejemplos, contrastar con contra ejemplos, y probar tu punto)
Senda de la Investigación
s al compararen contrastaraún
Muestran causa y efecto
como resultadopor consiguienteasí quepor lo tanto
“Esta estadistica sorprendente muestra…”“Esta cita es importante porque…”“Esta oración reveladora resalta…”
Intenta usar estas oraciones:
De acuerdo con el artículo…
Este hecho sorprendente revela…
En el texto “…” por _______, el autor dice, “…”
Esta cita
21 | P a g e
6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
resalta…
Una manera de Escribir una Introducción1. Enlace (agarra la atención del lector, interesa al lector en el tema)2. Información del fondo (Da contexto, ofrece una imagen de porque esto
importa)3. Guía (Deja al lector saber cómo va a seguir la escritura, que son los partes)
Escritores Informativo
22 | P a g e
6th – Unit 3: Bend 2: Drafting and Revising Information Books on Focused Topics
s usan Citas…P
P
P
P
P
Work Cited:
Calkins, Lucy, Maggie Beattie. Roberts, and Emily Strang-Campbell. Research-based Information Writing: Books, Websites, and Presentations. Portsmouth: Heinemann, 2014. Print.
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