The Literacy Design Collaborative Informational or ...

The Literacy Design Collaborative Informational or Explanatory Module

3 Academic Modes of Writing ? Grade 7

-Reach Associates

Informational/Explanatory Writing

Argumentative Writing Narrative Writing

LDC Informational or Explanatory Module Template ? version 2| ? Literacy Design Collaborative, 2011

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Module title:

3 Academic Modes of Writing

Information Sheet for Informational or Explanatory Module

3 Academic Modes of Writing

Module description (overview):

Template task (include number, type, level): Teaching task:

Grade(s)/Level: Discipline: (e.g., ELA, science, history, other?) Course:

This module has been written with the intent of implementation early in the school year. This informational module has been designed with four purposes in mind:

1. Provide teachers a context to introduce and practice classroom routines, procedures, instructional strategies and learning behaviors that will be part of each day's teaching and learning.

2. Introduce students to the 3 modes, or types, of academic writing ? argumentative, informational/explanatory, and narrative. 3. Allow students to demonstrate their learning about the 3 modes of academic writing and the features of writing authors use in each mode

to convey their idea/thought through an informational essay. 4. Implement ELA grade level specific standards. During this module, students will read information text about the three types of academic writing, deconstruct the organizational structure of each type, and write an informational essay describing the three academic modes of writing. The teaching task and rubrics will be reviewed daily to set a context/purpose for the day's instruction. This module includes the following Reach instructional strategies: ARTS, Frame-It, Front Loading, Discourse and Exit Slip. (See Appendix for a description of each strategy.)

Task 14: [Insert question] After reading ________________ (literature or informational texts), write a/an ______________ (essay, report, or substitute) that describes ______________ (content) and addresses the question. Support your discussion with evidence from the text(s). (Informational or Explanatory/Description)

How do authors use features and traits of writing to convey their idea/thought? After reading informational text and examples of informational/explanatory, argumentative, and narrative writing, write an essay that describes each mode of writing and addresses the question. Support your discussion with evidence from the texts.

Grades 7 Beginning of the year

ELA

Author(s):

Reach Associates (with input from teachers from the School District of the City of Erie, Pennsylvania)

Contact information:



LDC Informational or Explanatory Module Template ? version 2| ? Literacy Design Collaborative, 2011

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Section 1: What Task?

TEACHING TASK

Background to share with students:

Background: Authors must make many thoughtful decisions as they get ready to write. Authors need to first think about the content, what he/she is writing about. Next, consideration is given to the purpose for writing in order to determine the appropriate mode, or kind, of academic writing which will be used.

In this module, you will learn about the three modes, types, of academic writing (argumentative, informational/explanatory, narrative) by:

reading informational text about each mode

examining writing samples from each mode to learn about the particular features and traits of informational, argumentative and narrative writing.

Teaching task:

Reading texts:

You will demonstrate your understanding of these writing types by developing an informational essay about the 3 modes of academic writing. Your essay will highlight the features and traits particular to each mode which authors use to convey their idea/thought(s). You will include in your essay examples from the writing samples we will have read to highlight specific features and traits particular to each mode. How do authors use features and traits of writing to convey their idea/thought? After reading informational text and examples of informational/explanatory, argumentative, and narrative writing, write an essay that describes each mode of writing and addresses the question. Support your discussion with evidence from the texts. Day 1 ? ARTS Behaviors

Day 2 ? Three Academic Modes of Writing (1050 L)

Day 4 ? Informational or Explanatory Writing (1150 L)

Day 5 ? A Summer Scorcher (1160 L)

Day 6 ? Argumentative Writing (1150 L)

Day 7 ? The Eternal Frontier The Language of Literature: Grade 7; McDougal Littell; pages 464-466

Day 8 ? Narrative Writing (1140 L)

Day 9 ? Thank You, M'am The Language of Literature: Grade 7; McDougal Littell; pages 464-466

Extension (optional):

LDC Informational or Explanatory Module Template ? version 2| ? Literacy Design Collaborative, 2011

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COMMON CORE STATE STANDARDS

READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY

"Built In" Reading Standards

"When Appropriate" Reading

1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

3- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

2- Determine central ideas or themes of a text and analyze their development; summarize the 5- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of

key supporting details and ideas.

the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.

4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

7- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

6- Assess how point of view or purpose shapes the content and style of a text.

8- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

10- Read and comprehend complex literary and informational texts independently and proficiently.

9- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY "Built In" Writing Standards

2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

9- Draw evidence from literary or informational texts to support analysis, reflection, and research.

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 tasks, purposes, and audience.

"When Appropriate" Writing Standards

1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

3 - Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.

6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CONTENT STANDARDS FROM STATE OR DISTRICT

Standards source:

Common Core State Standards

NUMBER

CONTENT STANDARDS

LDC Informational or Explanatory Module Template ? version 2| ? Literacy Design Collaborative, 2011

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RI.7.1 RI.7.2 RI.7.4 RI.7.6 RI.7.10 W.7.2

W.7.4 W.7.5 W.7.9

W.7.10

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

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. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 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.) 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, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1?3 up to and including grade 7 on page 52.) Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"). b. Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims"). 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.

LDC Informational or Explanatory Module Template ? version 2| ? Literacy Design Collaborative, 2011

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