BlendEd Best Practices: HS Informational Writing
Overview
This resource was created by Megan Andersen in collaboration with Crystal Hurt as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for 10th Grade ELA.
Unit Plan: Informational Writing Through Mentor Texts
BlendEd Learning Best Practices
Unit Template
Unit Title: Informational Writing
Content Area Skills: Writing, Multiple Literacies, Reading
Digital Age Skills: Empowered Learner, Knowledge Constructor, Creative Communicator
Duration of Unit: 3 weeks
Unit Author: Megan Andersen
BlendEd Coach: Crystal Hurt
Overview of Unit: In this unit students will learn the elements of informational writing through analyzing mentor texts to improve their own writing and understanding of informational texts. This unit is adapted from ideas used in the book 180 Days by Kelly Gallagher and Penny Kittle.
Empower Learners | |
Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning. |
Learning Objectives | |
Content Area Skills: For Standards, please include # and description (add or delete rows as needed) | Student Friendly Learning Objectives: |
LA 10.2.2.a Communicate information and ideas effectively in analytic, argumentative, descriptive, informative, narrative, poetic, persuasive, and reflective modes | 10.2.2.a I can use evidence from a text to support my analysis, reflection, and research. |
LA 10.2.2.d Use precise word choice and domain-specific vocabulary to write in a variety of modes. | 10.2.2.d I can examine mentor texts and use them to create my own writing in a similar format or style. |
LA 10.1.6.n Formulate and justify inferences with text evidence while previewing, reading, and analyzing literary and informational text in various formats | 10.1.6.n I can use text evidence from literary and informational text to make and support inferences |
LA 10.4.1 Information Fluency: Students will evaluate, create, and communicate information in a variety of media and formats (textual, visual, and digital). | 10.4.1 I can responsibly evaluate, create, and communicate information in a variety of formats |
LA 10.4.1.b Demonstrate ethical use of information and copyright guidelines by appropriately quoting or paraphrasing from a text and citing the source using available resources (e.g., online citation tools, publication guidelines). | 10.4.1.b I can quote or paraphrase text and properly cite sources using print and digital tools. |
ISTE: 1cStudents use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. | I can use technology to demonstrate how I learned information in a variety of ways. |
ISTE: 6aStudents choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. | I can choose the correct tools to meet the expectations in a project I create. |
Empower Learner Activity | |
Detailed Description (self-assessment, goal sheet, action plan)I am using a self-assessment to see where my students are with their knowledge of informational texts. | |
Link to Empower Learner Activity Google Form Self Assessment |
Knowledge Application | |
The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know. |
Artifact Profile | ||
Title of the Artifact: My Passion | ||
Detailed Description: The Digital Media class is looking for new materials to post on the school website. Each week, one of you will be showcased with a “Passion” project. Your final project is to create a digital product that communicates “your passion” in an informational way using different informational “texts” to prove your mastery of the unit. | ||
Content Area Skills Addressed:10.2.2.a, 10.2.2.d, 10.1.6.n, 10.4.1, 10.4.1.b, | Digital Age Skills Addressed:Knowledge ConstructorCreative Communicator | Link to Rubric: Single Point Rubric |
Knowledge Deepening | |
During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills. |
Task 1: Direct Instruction Notes | ||
Notes on Informational text. What is it? Why is it important for me to learn? We review the different text structures with this:
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Must Do’s:Take notes | May Do’s: | Resources: Text Structure ResourcesTip: Use the ppt from above and create an EdPuzzle, or use Nearpod Text Structure resources for direct instruction. |
Task 2: What Is An Infographic? Introductory Station Rotations | ||
Description: Infographics: I shared three of my favorite ones to work with and did a station rotation with students. Station 1: Individual Summary square with a CommonLit articleStation 2: Virtual infographic: Brainstorm ideas on how an infographic like this could be valuable. I have students write their ideas in a “discussion board” through Canvas and reply to other classmates. This allows my students who don’t always participate in group discussion to share their ideas.Station 3: Coke Infographic. Why can’t you believe this? Place chart paper beside this infographic for students to write their ideas about why it may not be valid.Station 4: Meet with me about what infographics are meant to communicate. I use the Boy Band Blueprint infographic, because it is one that allows a lot of discussion. It was one suggested in 180 Days. | ||
Must Do’s:All stations for this one. | May Do’s: | Resources: Virtual InfographicCoke InfographicBoy Band BluePrint |
Task 3: What Is An Infographic? Carousel | ||
Description: Upon entry into the classroom, students will see several infographics placed around the room. In groups of two, I will first have them circulate to just “look” at them. They will then be given a rubric to use to determine which infographics are reliable and work and which ones are not reliable and seem to be confusing.After this activity is finished, we have small group discussions about our reasonings and then a whole-class discussion. | ||
Must Do’s:Critique five of the twenty infographics within the room. | May Do’s:Work alone or with a partner | Resources: Click HERE for infographic critiqueDifferent places I pull infographics. I do use Google quite a bit too:).
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Task 4: Reviews as Informational Texts | ||
Description: **I do all of this on Canvas and have the students read so many of the links I provide. I have found it is easier for them this way as well.**I provide several different examples of restaurant reviews, book reviews, product reviews, and movie reviews for students to critique. I have them look at the word choice and sentence structure first. Then I have them look at the information being presented and have them determine whether it is exemplary text or if it needs work. | ||
Must Do’s:Choose 2 of each type of review and compare them. | May Do’s:Work with a partner or alone.Either fill out a checklist or do a voice recorded critique of the chosen comparisons. Either one you choose to do needs to be turned in to Canvas. | Resources: Clicke HERE for compare/contrast organizer.My reviews come in different formats. I use New York Times book reviews, NPR book reviews, Goodreads, etc. I have linked a few here:Book ReviewRestaurant ReviewRestaurant ReviewMovie Review |
Task 5: Flex Stations: Understanding | ||
Description: Each day I do a mini lesson with a short informational mentor text. We discuss the structure, the writing technique, and other pieces I feel students are still struggling with. I then do a flex/rotation station model to immerse them in different types of informational texts.
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Must Do’s: Steps 1-4 | May Do’s:Meet with me for a 15 minute block. | Resources: |
Direct Instruction | |
Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning. |
Learning Path | |||
Day # | Description | BlendEd Model | Resources |
1 | Task 1: Direct Instruction on Informational Texts | Direct Instruction | Text Structure ResourcesNearpod Text Structure |
2 | Summary Squares. I learned this technique at an ESU 10 ALP Workshop. I taught students how to use it in order to pull out the essence of an article. | Direct Instruction/Gradual Release | Summary Sheet |
3 | Task 2: Infographics Introductory Stations | Station Rotation | Virtual InfographicCoke InfographicBoy Band BluePrint |
4-5 | Task 3: Infographic Carousel | Rotation + Whole Group Discussion | |
6 | Direct instruction on ReviewsWe go over how movie reviews, restaurant reviews, etc. are considered informational text. I also review the different structures of informational text again during this. | Whole class | |
7 | Task 4: Reviews as informational texts | Station Rotation | |
8-10 | Task 5: Flex Stations: Understanding | Flex Model/Rotation | |
11-14 | Class time to work on the final project. |