UNIT X UNIT 2 | 79 DIFFERENTIATED INSTRUCTION Scaffold Assist students with drafting their informational texts. Provide language frames for each element of the piece: introduction, facts, explanation, and conclusion. Model how to use the frames to draft a paragraph. Introduction: (name of world wonder) is in ____________ (Describe the setting) (Describe the world wonder) Conclusion: I chose this world wonder because ___________ Amplify Have students add more relevant details to their informational texts. Tell students they can add a timeline to show the progression of historical events for their world wonder. Plan • Analyze the Student Model Discuss the annotated graphic organizer, then create a blank one on the board. Analyze the Student Model and ask volunteers to identify what information to write in each section of the organizer. • Brainstorm topics and use a graphic organizer Give students time to brainstorm ideas. Then have students copy the organizer. Assist them as they plan their writing. Create your own organizer for the Draft exercise. Draft • Express ideas in writing On the board, model using your organizer to draft an informational text. Have students work on their drafts independently. • Write an introduction and conclusion Read the introduction in the Student Model. Discuss the features and the words it uses to introduce the world wonder. Read the conclusion in the Student Model. Discuss the features and the words it uses to summarize the facts. Have students work on their introductions and conclusions. • Use the draft checklist Read the draft checklist aloud and apply it to the Student Model together. Then have students use the checklist with their own drafts. Revise A Use the revision checklist Read the revision checklist aloud. Have students restate each point as a direct question. (Did you include facts?) After students have used the checklist with their own drafts, have them work in pairs to ask their partner the questions. B Peer assess Provide language to express constructive feedback. Say: First, say something the writer did well. Then ask questions or give suggestions. C Revise the draft Have students use their own checklists and feedback from peers to revise their writing. Emphasize focusing on expressing ideas fully and clearly. Edit Use the editing checklist Read the editing checklist together and discuss unfamiliar terms. Apply the checklist to the Student Model. Then assist students as they apply it to their own writing. PRACTICE Plan • Use a chart to plan your informational text. Draft • Use the ideas from your chart to write a draft. Make sure your draft includes: an introduction and a conclusion facts, including numbers explanations dates of important events Revise A Use the revision checklist to review your draft. B Exchange drafts with a classmate. Give each other suggestions for making your drafts better. C Revise your draft. Edit Use the editing checklist to edit your draft. Editing Checklist I use the simple past tense correctly, including irregular verbs. I use indefinite pronouns correctly. I use compound and complex sentences. place description history explanation interesting facts (where it is, what it looks like, measurements, etc.) (important events in order) (how it was made or formed) (number of visitors, unknown mysteries, etc.) Revision Checklist I include facts. I explain how it was made or formed. I use the simple past tense for past events. I include dates. I include an introduction and a conclusion. UNIT 2 79 UNIT 2 / CONNECT TO WRITING
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