Nonfiction Writing Unit Overview
ReadingWriting
Lesson 1: Choosing a nonfiction independent reading book
Lesson 2: Introduction of small group nonfiction books
Lesson 3: Types of nonfiction writing
Lesson 4: Text features that help us while reading
Lesson 5: Using questioning to dig deeper
Lesson 6: Other types of nonfiction not just books!
Lesson 7: Book share using other examples of nonfiction
(Goodreads?)
Lesson 8: Synthesizing information
Lesson 9:
Lesson 10:
Lesson: 11:
Lesson 12:Lesson 1: How is nonfiction different from
fiction?
Lesson 2: Nonfiction writers try it out!
Lesson 3: Narrowing our topic
Lesson 4: Writing our own text features
Lesson 5: Using vocabulary in nonfiction writing
Lesson 6: Deciding what to write about
Lesson 7: Roles of a newsletter
Lesson 8: Being a good cyber citizen when publishing writing
Lesson 9: Writing
Lesson 10: Editing
Lesson: 11: Publishing
Lesson 12: Presentations
Expository Unit Lesson 1 Reading
Objectives: 1. Students will choose an independent reading book
that is expository2. Students will use sticky notes to text code
the first portion of their nonfiction independent reading book
Standards Meaning is constructed from a variety of text features
and structures. Refer to details and examples in a text when
explaining what the text says explicitly and when drawing
inferences from the text.Materials Needed: Nonfiction books
Survival by Henry Brook Great Discoveries and Amazing Adventures by
Claire Llewellyn The Mysterious Times by Melissa Heckscher You
Wouldnt want to be Sick in the 16th Century by Kathryn Senior
Marching to the Mountaintop by Ann Bausum
Introduction: Were going to be starting a nonfiction unit where
we are reading and writing all primarily nonfiction texts. What are
some features of a nonfiction book? Make a list on the board and
discuss as a class. What are some good nonfiction books youve read?
Procedure: As we begin to dive into nonfiction text were each going
to choose a nonfiction independent reading book. I have several
books here that I will book talk and there are also many in the
bins on the counter. Book talk the following books with the
students: Were going to spend the rest of readers workshop reading
our nonfiction books as well as text coding them. We went over text
coding when we read the Iowa Ag Today. I use text coding to help me
understand what Im reading, especially when Im starting a new book.
Im reading this _____________book and Ive already begun to text
code. Share the sticky notes youve put in the book and explain the
text codes again. Ive put the code key up on the board for you to
refer too. ! something new * something important ? a question a
connection Ill be conferring with you individually. Make sure you
have at least one of each of the text codes, that means one !, *, ?
and . Have students pick their books and begin to read. Confer with
students individually about what they are reading. Closing:As we
begin to read our nonfiction books were going to move into guided
reading groups to look at different nonfiction features. Well also
begin to look at how nonfiction is written. Assessment: Ill assess
by looking at the sticky notes that the students are placing in
their books and individually conferring with them. Expository Unit
Lesson 1 Writing
Objectives: Students will be able to explain the difference
between nonfiction and fiction text and make a list describing
those differences. Materials Needed: Nonfiction/fiction books
Flipchart paper/markers Sticky Notes Question sheets for those who
need themIntroduction: Nonfiction writing is a lot different than
fiction writing, but how? Today were going to compare nonfiction
and fiction texts to see just what type of things nonfiction
writers use. Procedure: In your writing buddies (see above list)
were going to look through fiction and nonfiction texts and make a
list about what we find different. After you figure out the
differences make sure to write them down so we can share those with
the class. Allow student work time. Confer with students as they
are working with their buddies. How do nonfiction writers keep us
interested? How is the text formatted differently? Different words?
Different writing style? Once student work is completed come back
as a large class and have students share the ways that nonfiction
writing is different than fiction. Write the list on a
flipchartClosing: Now that we understand the differences in writing
style, next time were going to try writing like a nonfiction
writer!Differentiation: Students who need extra assistance will be
given a graphic organizer with explicit questions to answer.
Expository Unit Lesson 2/3- Reading
Objectives: Students will preview a nonfiction book and share
their thoughts and ideas in relation to what they are reading.
Standards:Materials Needed: Sticky Notes Guided Reading Books
Introduction: Today were going to dive into our nonfiction
reading books. These are the books that we will be working with
over the next few weeks in order to understand nonfiction text and
write nonfiction. AS A LARGE CLASS: I want you to respond to the
independent nonfiction reading books you selected. Write your
thoughts and questions, your connections as well. I will be pulling
small groups to introduce our guided reading books. Call group A
first, if there is time call group F Go ahead and take a few
minutes to flip through your book? What do you notice? What
questions do you have right away? Procedure: Today were going to
work mainly on responding to text while we read. When we respond to
what were reading it can help us process the text better. I respond
to nonfiction text by writing out my thoughts, questions, on sticky
notes or on a piece of paper that I keep inside of the book. Follow
along while I read the introduction. Explain to students how you
would respond to this text in writing. What are some things we
could include in our writing when were responding to text? Go ahead
and read the next page on your own. How would you respond to this?
What should we write down? Write down these ideas on the
whiteboard. Now read the next page. As you read respond to the text
with your questions thoughts and ideas. Closing: Before you come
back to our group, please have the first chapter read. Make sure
you have responded to the text with your thoughts, ideas,
questions, and connections.Differentiation:
Expository Unit Lesson 2- Writing
Objectives: Students will identify qualities and features of a
newsletter through looking at examples and discussing with their
peers. StandardsRefer to details and examples in a text when
explaining what the text says explicitly and when drawing
inferences from the text (LA- S1; BA) (LA-S2; BA)Materials Needed:
Newsletters Elmo NotecardsIntroduction: At the end of our
nonfiction unit we will be writing a newsletter for the 5th graders
to read. Well go over the details of this at a later time, but its
important that we know what a newsletter is for and how they are
written. Procedure: Hand out stacks of newsletters to table groups.
In your groups dig through the newsletters, see what you notice.
With sticky notes mark and then write ideas for how the newsletters
are written, and what types of features are present. Allow students
time to work. Confer with groups What do you notice about the style
of writing? How does the author choose a topic? Who is the
audience? Are they writing for a specific audience? Does the
writing change because of that audience? Are there text features?
Have the students come back together as a large group to discuss
what they found. Have an outline of a newsletter on the elmo that
you can mark up and put sticky notes on with things youve noticed
as well. Closing: To wrap up, write on a notecard three things that
you think makes a newsletter worth reading. Hand those into me on
the way out. Differentiation: Expository Unit Lesson 3- Writing
Objectives: Students will be able to take a large subject and
narrow it down in to a specific topic in order to make a concise
newsletter article. StandardsWrite informative/explanatory texts to
examine a topic and convey ideas and information clearly.Materials
Needed: Slips of paper Model book Paper/Elmo Writing notebooks
Introduction: Pass out the newsletters to groups again. Today
were just going to be looking at the writing on the newsletters.
What do you notice about the topics of the articles? How does the
author write about a topic with a lot of information? When I write
I sometimes find it hard to take a really big subject and narrow it
to something specific that the reader can follow along. For example
Im reading the book Surival and when I try and write about it, I
just look at the large parts, instead of the small ones. Procedure:
Survival is about how to survive in different climates. It has
pictures and different hazards as well as about what to do in case
you were stranded in a specific area. Show pages through 19. You
can see that the author took a very broad topic and made it more
specific when they were writing. If the author had not made
separated survival into categories and just talked about how to
survive in the wild in general, what might happen to you as the
reader? In order to help the reader understand what were writing,
its important to have a narrowed topic. Go through the process of
freewriting and showing the students how to narrow their topic on
the Elmo. Write Survival on a sheet of paper and draw arrows to
more specific pieces of information about the topic. Ask the
students for ideas. In your writing partners youre going to use the
topic of your guided reading book narrow down the topic to
something specific. Example: Animals of Africa Lions habitat Allow
students time to work and confer with them on their progress. As
students finish working have them share their thought
processes.
Expository Unit Lesson 4/5- Reading
Objectives: Students will be able to identify the type of
expository writing in their guided reading and independent
nonfiction books based on text clues. StandardsDescribe the overall
structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a
text or part of a text.(LA-S2;BE)Materials Needed: Expository text
examplesIntroduction: There are six types of expository writing.
This is the way that nonfiction writers structure their writing in
order to make it easier for the reader to understand. What are some
types of expository writing that youve seen? Procedure: Today were
going to look at each type of expository writing: Cause and Effect
Problem/Solution Sequence Description Compare/Contrast Question and
Answer In your table groups you each have a stack of books. Look
through those books and decide which type of writing the author is
using. Have students look through the books. Bring back students to
a large group to discuss their findings. As I pull guided reading
groups well be looking at how knowing the type of writing can
increase our understanding of what were reading. Your independent
task today while youre reading is to look at your book and decide
which type of writing the author is using. Reflect on the clues you
are using to figure out which type of expository writing it is.
Pull independent groups and give the below lesson: Today were going
to be look at the clues the author gives us to figure out which
type of expository writing structure the author is using. What are
some things that we could look for? As I read the first page follow
along. Read the first page of the book and point out words,
headings and pictures that help you to determine which type of
expository writing you are looking at. Read the next two pages on
your own. What type of writing is the author using? What clues help
us figure that out? As you go back to independent read, read the
rest of the chapter. Were going to use an interactive bookmark
today. On these sheets of paper write words, pictures, and other
clues you find that help you to determine what type of expository
writing the author uses. When you are finished use a new bookmark
in your independent reading book. Closing: Call the students back
together as a large class. What types of expository writing did we
experience today? What clues help us to come to that
conclusion?
Expository Unit Lesson 4- Writing
Objectives: Students will be able to create a text feature of
their choice that is informational in nature. StandardsInterpret
information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes
to an understanding of the text in which it appears.
(LAS2;BG)Materials Needed: Paper Informational Text
NewslettersIntroduction: In reading weve been talking about how
text features help us to learn information and find important
pieces in text. Today were going to investigate how to write text
features specifically for a newsletter. Procedure: Hand out
newsletters to groups again make sure the newsletters have a text
feature. What do you notice about the text features in the
newsletter? Take a few minutes to explore with your group? Have a
discussion about what the students came up with. What are some text
features we may put in our own newsletters? Were going to try
creating some text features today. Using a sheet of paper pick a
text feature and create your own! On the back of your paper make
sure to write how this feature helps the reader to understand the
text. Before we begin take two minutes to turn to a partner and
have a conversation about the text feature you think you might
create and why. Allow students work time. Closing: Lets share our
text features! Turn in the text features in the finished work tray
for evaluation. Differentiation: Students who need extra assistance
will be given a template to create their feature.
Reading Lesson 2.23.15Objectives: Students will be able to
identify the type of expository writing in their guided reading and
independent nonfiction books based on text clues. Introduction:
Today we are going to take some time just to read. After you are
finished with the task I gave you during our small groups, choose
either your nonfiction, or fiction independent book and read.
Procedure: Pull independent groups and give the below lesson: Today
were going to be look at the clues the author gives us to figure
out which type of expository writing structure the author is using.
What are some things that we could look for? As I read the first
page follow along. Read the first page of the book and point out
words, headings and pictures that help you to determine which type
of expository writing you are looking at. Read the next two pages
on your own. What type of writing is the author using? What clues
help us figure that out? As you go back to independent read, read
the rest of the chapter. Were going to use an interactive bookmark
today. On these sheets of paper write words, pictures, and other
clues you find that help you to determine what type of expository
writing the author uses. When you are finished use a new bookmark
in your independent reading book. Closing: Call the students back
together as a large class. What types of expository writing did we
experience today? What clues help us to come to that conclusion?
Writing Lesson 2.23.15Objectives: 1. Students will be able to write
a lead for their newsletter articleIntroduction: Turn to your
partner and talk about the topics youve picked to write your
newsletter article on. Procedure: A newsletter has to grab you and
make you want to read more. Share examples of a good newsletter
lead, and a bad newsletter lead. If Im writing my newsletter
article on lions I need to have a great lead that hooks everyone,
not just people who really like lions. Model writing a good lead.
Have students create their own leads based on the topics they have
selected for their newsletter.Closing: Share completed leads if
there is time,
Reading Lesson 2.24.15Objectives: 1. Students will identify text
features in various texts and explain how they use those features
to increase their meaning of the text. Materials Needed: Text
feature examples Text feature scavenger huntIntroduction: Using the
text structure examples attached, have the students have the
students discuss what types of information each text feature tells
them. Continue the discussion by asking students how they use text
structures to increase their understanding when they read.
Procedure: Hand out the text feature scavenger hunt and have the
students complete it in pairs using the various nonfiction texts
around the room. Once they are done completing the scavenger hunt
they can independent read.
Writing Lesson 2.24.15Objectives: 1. Students will identify the
purpose of the newsletter, and characteristics of the audience that
their newsletter is going to. Materials Needed: Newsletters
WorksheetsIntroduction: Pass out newsletters to students. These can
be found in the manila folder. Our goal today is to figure out who
the audience is for these newsletters, and identify characteristics
of the audience for our newsletter.Procedure: Pass out the attached
worksheet. Students will work with their table groups to answer the
questions. Please collect all of the newsletters when students are
done with them.
Reading Lesson 2.25.15/2.26.15Objectives: 1. Students will
explain how questioning helps them learn more about a text, and
develop questions related to the books they are reading. Materials
Needed:Introduction: We ask questions for many different reasons.
Before reading a text, perhaps they are curious about something
they might find out. During reading, asking questions can help them
stay engaged with difficult or unfamiliar material. Stress the
importance of stopping to consider what has been read along the way
and let them know that turning the information into questionseven
questions that they already know the answers toleads them to
reflect on and better comprehend what has been read. Around the
room are sheets of paper with various topics on them. Your goal is
to come up with a question for each topic. What are you wondering
about the topic on the paper. Once youve come up with your
questions, put the sticky note on the poster. There are two types
of questions thick vs thin. Thin questions are answered through
facts. If I have the Survival book I may ask, Where can I find
water in the desert? Or What is the best shelter in the forest?
Thick questions we have to infer the answer. The answer comes from
our own head, and is supported by details in the text. Thick
Questions start with: Give the reasons why.Why doesHow didWhat
ifProvide support forExplain Thin Questions start with Who isWhat
is.Where isDefineNameList Now that we have our questions I want you
to get with your guided reading groups. Put your questions into
thick vs thin categories. If you have a lot of thin questions try
and change them into thick questions. As we ask questions we dig
deeper into topics. As we begin to write our newsletter articles,
consider the questions that your classmates asked. They might be
good ideas for your article! Procedure: During reading today while
Im calling groups I want you to ask two thick questions based on
your independent reading book. Post your question and its answer on
Edmodo and respond to one other persons question with a question!
Once you are done with your questions you may independent read or
work on your newsletter article. Small Group Lesson: Model what
they will be doing by asking a thin question about the text they
are reading Write the thin question in the center of the chart
paper and circle it. Tell students that this is the start of your
"question web." Read aloud a few pages from the book. As
information that pertains to the question comes up, write it on the
chart paper, circle it, and draw a line connecting it to the
circled question. Ask students if any other information in the book
answers this question. After reading a few pages, refer to your
chart and highlight in one color the information that best answers
the question. Information that does not pertain to the question at
hand, but was interesting nonetheless, can be highlighted in a
second color. Ask the students how you can change the thin question
to a thick question. Have students come up with their own thin or
thick questions and do a web. Closing: Call everyone back to the
carpet. What did you discover today as you were answering your
questions?
Reading 2.26.15
Independent reading tasks for today: Finish guided reading tasks
Independent read
Writing Lesson 2.25.15Objectives: 1. Students will decide what
jobs they are having when they are writing their newsletter
Materials Needed: RubricsIntroduction: Today were going to go over
the requirements for our newsletters. Pass out the rubric and go
over what each student needs to do. Procedure: The rest of class
time will be used to meet with your groups and figure out who will
be in what job and to start researching your article topic. You can
change your topic if you need to. Before we leave I need you to
write what everyone is writing about and what job they have on a
piece of paper and turn it in.
Writing Lesson 2.26.15Introduction: Have students get into
groups for their newsletterProcedure: I will be checking in with
groups and discussing if theyve picked topics and if they have
questions. If groups are ready they will begin to create a
newsletter title, and brainstorm ideas for a heading. Once they
have completed that and cleared their newsletter name with me, they
will begin an outline of their article. Closing: Bring everyone
back together, ask if there are any questions that they have about
what we are doing.
Reading Lesson 2.27.15Objectives: 1. Students will synthesize
information they would like to use in their newsletter
articleMaterials Needed: Books related to the topics Independent
reading booksIntroduction: When you did hall of fame you had to
take multiple pieces of information and put them together. You have
to decide what is important because your article cant be too long.
Today were going to be taking multiple texts and determining the
key points that we want to put into our newsletter. Procedure: Put
students into their guided reading groups. You have a stack of
books relating to your guided reading books. You know what topic
you are writing about, so now its your job to look through these
resources and find pieces of information that may help you with
your newsletter article. I would also look for text features that
you need to include. Remember, you need at least three. Allow work
time. Closing: What did we find when we were looking through our
books?
Writing Lesson 2.27.15Objectives: 1. Students will write a first
draft of their newsletter article.
Procedure: Today were going to begin writing our newsletter
article. Youve been looking at information in books and you will be
incorporating that information into a newsletter article. As were
writing think about the type of text structure you are using. Are
you sequence, description, cause and effect? Also remember those
vocabulary words we used. Have students begin writing. They should
try and get a first draft done by the end of the period.
Newsletter ProjectAs a team you will be creating a newsletter
for the 5th grade students to look at. Your newsletter topic will
be based on your book club book. You may choose an individual topic
that is related to your book club book. We will type our
newsletters and text features and then cut and paste them onto
construction paper. Group A: Women who DaredGroup B: Animals of
AfricaGroup C: The Human BodyGroup D: Cherokee HeroesGroup E:
Portraits of GreatnessGroup F: Chemistry in Medicine
Each Individual Needs to:___Write a newsletter Article___Title
your article___Create a text feature to match your
article___Fulfill the role of their job
Each Newsletter Needs to Have:___One article per person in your
group___ At least 3 text features___ A title___A header___A
completed newsletter for the 5th graders to read.
Jobs you will have when you are in your newsletter group:
EditorYou will make sure there are no spelling or grammar errors
and make sure the articles are interesting to read. DesignerYou
will be in charge of finding a way to make all of the pieces to fit
onto the construction paper and making sure your finished product
is neat and presentable. Information SpecialistIf someone has a
question or needs help finding information they will come to you
for help.Task ManagerYou will make sure that all of the people in
your group are getting their tasks done and are on time to meet the
publication date!
SecureDeveloping Beginning
Newsletter ArticleNewsletter article was well researched and
related to the content of the overall newsletter. It was 3 to five
paragraphs in length.Newsletter article was related to the content,
but could have used more information. It was only 2 paragraphs in
lengthNewsletter was not related to the content and was only one
paragraph in length.
Text FeaturesText feature is related to the article and is easy
to understand how it improves the readers knowledgeText feature was
understandable, but it wasnt as closely related to the article as
it could have beenText feature was not related to the article and
was hard to understand.
AppearanceNewsletter has all of the appropriate pieces and is
neat, colorful, and easy to read.Newsletter is missing one or more
pieces and could be neaterNewsletter is sloppy and missing more
than two required pieces.
Spelling and Grammar0-5 spelling and grammar mistakes5-8
spelling and grammar mistakesMore than 8 mistakes
Group Collaboration You worked well with your team and helped
out others when it was necessary. You did only your part and did
not help othersYou did not contribute to the group conversation or
newsletter.
Writing 3/2Objective: Students will practice citing sources
using the TASL formMaterials: TASL forms iPads BooksHave students
talk about why they should cite sources. Using the TASL (title,
author, source, license) sheet, have students practice citing
various sources from the nonfiction books in the room. Students
need to cite at least three sources. They can also use online
sources via iPad
Once students are done, allow time to write their articles.
Reading 3/2 Objectives: Students will identify questions and
wonderings they would like to find out about Dr. Seuss.
Materials: The Boy on Fairfield Street Conference Clipboard
Sticky notes
Read The boy on Fairfield Street : how Ted Geisel grew up to
become Dr. Seuss.
Have students come up with questions and things they would like
to find out about Dr. Seuss.
Meet with Small Groups you did not get to on Friday. Make sure
they have their question web completed and that they finished their
books.
Also ask how their progress on the newsletter is coming. Have
students talk to each other about their jobs and expectations.
Observe their conversation.
Reading 3/3Objectives: Students will create a first draft of
their newsletter articles.
Allow students time to write their newsletter articles. They
need to try and have a draft of the article done by the end of
reading so they can type them in the lab this afternoon. If their
draft is done, have students start to create their text structure.
They can also write more than one article.
Writing 3/3We will be going to the downstairs computer lab to
work on newsletters from 12:30-1:30.
Students need to be doing the following: Researching their topic
Writing their article Working on their text features
Reading 3/4Objectives: Students will compare and contrast
different types of schools and identify tasks that teachers,
students, and principals are supposed to do.
Read the book Hooray for Diffendoofer Day! Ask questions
throughout the book such as: What type of school is this? Why do
you think the students are nervous? How do you feel before a test?
What are the differences in the two schools? Why does one school do
better than the other? After you are done reading the book:The
narrator of this story is sure that Diffendoofer School is very
different from other schools. Ask your students to define school
and learning. What and how are teachers supposed to teach? What is
the job of a principal? Do students think that their school is
different from other schools in any way? If yes, explain. If no,
what is an ordinary school? Do your students think that they would
like Diffendoofer School? Why or why not? Students should post
their group responses on Edmodo.
When students are done answering these questions in their
groups, have them independent read
Writing 3/4We will be going to the downstairs computer lab to
work on newsletters from 12:30-1:30.
Students need to be doing the following: Researching their topic
Writing their article Working on their text features
Reading 3/5Read Oh the Places Youll Go. to the students. At the
end of the book, ask students to talk to each other about what they
thought the book meant. What was the main message of the story?
After they have read the book tell them to cut out a balloon
shaped piece of construction paper and write or draw what their
goals are or what they want to be when they grow up. Post these
around the room.
Writing 3/5Work in the downstairs lab on newsletters
11:00-11:40
Students need to be doing the following: Researching their topic
Writing their article Working on their text features
Reading 3/6Allow students time to independent read. Confer with
students about what they are reading and the strategies they use
while they are reading. Record your observations on the
clipboard.
Writing 3/6Presentation of newsletters. Groups will share their
creations of the newsletters. Take them to the 5th grade (Mrs.
King) and have the students fill out the rubric and make comments
about the newsletters.