Transactive Writing: How-To-Differentiated Unit

Creator: Noraa Ransey______

Content/ Subject:__Writing______

Grade Level: Second Grade______

Unit/ Theme: __Transactive Writing____

Unit Focus: Writing a How-To Paragraph

Unit Overview:

This unit covers the essential steps of the writing process for creating a transactive how-to writing piece. This type of paragraph explains the steps in a process to completing a task. A crucial component is the ordering of events, generally done sequentially. Writers should start with the materials needed to accomplish their task and use order words to sequentially explain the steps.

Unit Questions:

1. What is a How-To piece?

2. How would a lack of sequencing effect a How-To piece?

3. What techniques can writers use to make a How-To piece interesting and exciting?

4. Why is precise language important?

Students will Know: / Students will Do:
  • How-To pieces use the lead to attract the reader’s attention; let him know what the piece will be describing and why the audience needs to know the procedure.
  • A How-To piece is written for a particular audience and gives directions.
  • How-To pieces contain key components; materials list, step-by-step directions, catchy title, hook, and conclusion.
/
  • Communicate a purpose through informing by use of a How-o piece.
  • Write an effective lead to attract the readers attention
  • Make the list for the How-To paper.
  • Write step-by-step procedures including helpful hints, amount of time needed, warnings, why, and why-nots.
  • Revise the steps and check for
  • Focus
  • Transitions
  • Audience needs
  • Development and organization
  • Helpful hints
  • Write a closing in a conversational tone.
  • Use complete and correct sentences where necessary.
  • Use precise and descriptive language
  • Use correct capitalization, punctuation, and spelling.
  • Use pre-writing strategies to generate ideas and develop focus.
  • Reflect on own writing
  • Confer with others to analyze own work and work of others and make revisions.
  • Publish for intended audience in neat, legible form.
  • Use a variety of transition words or phrases
  • Apply correct grammar skills
  • Create rough daft
  • Edit for language usage, sentence structure, spelling, capitalization, and punctuation

Assessments:
  • Published piece
  • Graphic organizers
/ Instructional Strategies:
small group, large group, shared writing, journals, mini-lessons, writing center, peer conferencing, Authors as Mentors, Authors chair, making books (publishing), word wall, inventive spelling, technology
Resources:
How-To Topics:
How to count money…
How to add two digits numbers…
How to eat an Oreo… (give them Oreo cookies to try)
How to brush your teeth…
How to make your favorite sandwich…
How to make your bed
How to get ready for school
How to make an ice cream sundae
How to draw a rainbow…
How to sharpen your pencil…
How to grow a plant…
How to make a pine cone bird feeder…
How to wash your hands…
How to study for a test…
How to sharpen a pencil…
How to locate a city on a map…
How to get someplace…
How to make a snowman…
How to make an edible Christmas tree…
How to make popcorn garland…
Make a craft and tell how to do it… / Topic Sentence Ideas:
It is _____ to make a…
I know how to make a…
Wouldn’t you like to learn how to…
I’d like to teach you about…
Making _____ can be…
Hook Ideas:
Build with us!!!
Cooking is a blast!
Let’s learn how to…
Order words include but are not limited to:
about after at before duringfirst second third until thenmeanwhile next soon later when
finally as soon as

WRITING CONTENT

WR-E-1.1.00

Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by

  • Narrowing the topic to present an idea or theme
  • Choosing a perspective authentic to the writer
  • Analyzing and addressing the needs of the intended audience
  • Adhering to the characteristics of the form
  • Applying a suitable tone
  • Allowing voice to emerge when appropriate
DOK 4
WR-E-1.2.00

Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by

  • Developing logical, justified, and suitable explanations
  • Providing relevant elaboration
  • Explaining related connections or reflections
  • Applying idea development strategies appropriate for the form
DOK 3
WR-EP-1.2.03
In Transactive Writing,
  • Students will communicate relevant information
  • Students will develop an angle with support (e.g., facts, examples, reasons, visuals)
  • Students will apply research to support ideas with facts and opinions

WRITING STRUCTURE

WR-E-2.3.00

Organization: Students will create unity and coherence to accomplish the focused purpose by
  • Engaging the audience
  • Establishing a context for reading when appropriate
  • Communicating ideas and support in a meaningful order
  • Applying transitions and transitional elements to guide the reader through the piece
  • Developing effective closure
DOK 3
WR-EP-2.3.03
In Transactive Writing,
  • Students will establish a context for reading
  • Students will apply the accepted format of the genre
  • Students will develop text structure (e.g., problem/ solution, question/answer, description, sequence)
  • Students will arrange ideas in a logical, meaningful order by using transitions or transitional elements between ideas and details
  • Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate
  • Students will create conclusions effectively
WR-EP-2.4.03
In Transactive Writing,
  • Students will develop complete sentences or apply unconventional structures when appropriate
WR-EP-3.5.03
In Transactive Writing,
  • Students will adhere to standard guidelines for grammar and usage
  • Students will use precise word choice
  • Students will use the specialized vocabulary of the discipline/content appropriate to the purpose and audience
/

WRITING PROCESS

WR-E-4.7.00

Inviting the Writing
  • Connecting to content knowledge
  • Connecting to prior learning
  • Initiating authentic connection
  • Thinking about a topic

WR-E-4.8.00

Prewriting
  • Selecting/narrowing a topic
  • Establishing a purpose and central/controlling idea or focus
  • Identifying and analyzing the audience
  • Determining the most appropriate form to meet the needs of purpose and audience
  • Generating ideas (e.g., reading, journaling, mapping, webbing, note taking, interviewing, researching, other writing-to-learn activities)
  • Organizing ideas- consider other models of good writing, appropriate text structures to match purpose, various ways to organize information, etc.

WR-E-4.9.00

Drafting
  • Writing draft(s) for an intended audience
  • Developing topic, elaborating, exploring sentence variety and language
WR-E-4.10.00
Revising
(Content/Ideas)

Reflecting to determine where to add, delete, rearrange, define/redefine, or elaborate content

  • Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine, or elaborate content
  • Checking for accuracy of content
  • Considering voice, tone, style, intended audience, coherence, transitions
  • Comparing with rubric criteria and benchmark papers/models
  • Considering effectiveness of language usage and sentences to communicate ideas
Revising Skills
EP
Idea Development
WR-EP-4.10.04- Students will identify the topic sentence/main idea of a paragraph
WR-EP-4.10.05- Students will select appropriate supporting details
WR-EP-4.10.06- Students will identify extraneous material
Organization
WR-EP-4.10.07-Students will correct sentences that are out of chronological/sequential order
WR-EP-4.10.08-Students will identify transitions
WR-EP-4.10.09 Students will develop introductions and closures for writing
Word Choice
WR-EP-4.10.10-Students will eliminate redundant words
WR-EP-4.10.11-Students will choose the most specific word for use in a sentence
WR-E-4.11.00
Editing
(Conventions and Mechanics)
  • Checking for correctness
- Language usage
- Sentence structure
- Spelling
- Capitalization
- Punctuation
- Documentation of sources
  • Using resources to support editing (e.g., spellcheck, dictionaries, thesauri, handbooks)

Unit Plan:

Day 1:Introduction- 2 Days

Goal(s): Students will recall parts of, examine, and discuss a how-to paragraph.

Activities-

Introduction / 1/
Recall directions they have followed to make or do something.
Journal & share / 2/
Explain the kinds of information that was included.
Journal & share / 3/
Summarize why we need the steps of the how-to.
Journal & share / 4/
Compare & Contrast why each stage is necessary.
Journal & share / 5/
Brainstorm a variety of topics that could be used to write a how- to.
Journal & share / 6/
Decide which topic is most interesting and why the topic is important.
Journal & share
  1. This lesson is focused on assessing what students recall about how-to writing.
  2. After this is established on day one day two will focus on exciting students on the task of writing a transactive piece. Students will be excited about an opportunity to teach something new to a friend or relative.
  3. The following interactive internet resources are available for the students needing to review more on specific areas.
  4. Review Writing directions
  5. Interactive Game How to build a Snowman

Assessment- Both days students will be assessed anecdotally on participation by teacher as well as complete a self-assessment.

Day 3-4 Prewrite- 2 Days

Goals: Students will brainstorm ideas for a how-to paragraph and choose a topic. Students will produce a lead which will engage the reader and a closing which will explain what to do next.

Activities- See attached lesson plan below.

Topic, Lead,
& Closing / 7/
Show directions that explain how to make or do something such as building a model, baking, or playing a game.
Group Discussion / 8/
List three things leads are made of and cut out pictures to label leads and closings for various models of how-to pieces.
Group Activity / 9/
Make a diorama to illustrate what the topic of student’s choice is about.
Independent & display / 10/
Write a jingle to sell why the reader needs to know how-to of student’s choice.
Independent & record / 11/
Design a magazine cover to sell the lead and closing.
Independent & display / 12/
Make a booklet or brochure about why the lead and closing are so important.
Independent & share
  • As a class show the Brain Pop JR video- Students will watch the Brain Pop Jr video and take an online quiz for the how- to essay.
  • – Writing Process
  • Take Pride When You Write by Jennifer Fixman

Days 5-6 Draft- 2 Days

Goal(s) Students will write a first draft of a how-to paragraph.

Activities-

List supplies and materials / 13/
List all supplies and materials needed.
Graphic Organizer / 14/
Summarize…
What kind?
How much?
How big?
How many?
Graphic Organizer / 15/
Categorize the supplies and materials.
Graphic organizer / 16/
Isolate specific results if one supply was omitted.
Journal / 17/
Speculate what the end result might be without the first supply.
Journal & share / 18/
Justify why all supplies and materials are essential to final product.
Graphic Organizer

Additional Activities-

  • Choose a task and then write instructions on how to do it.
  • Online review of how to introductions, materials, and steps.
  • Online quiz to assess how prepared your students are to begin writing their how-to piece.

Assessment- All graphic organizers will be checked for accuracy and comprehension of assigned tasks.

Day 7-8 Revise & Proofread 2 Days

Goal(s) - Students will revise and proofread how-to paragraph.

Activities-

Procedure-
Step by step
First, next, then, last / 19/
Make a chart showing all procedures step by step.
Graphic Organizer / 20/
Add explanations to the chart for each step including helpful hints, warnings, why and why nots for the audience.
Graphic Organizer / 21/
Take a collection of photographs to demonstrate each step.
Digital Camera / 22/
Design a Photo Story with narration for each step.
Photo Story, computer, digital photos / 23/
Hypothesize what would happen if steps were followed from last to first.
Journal / 24/
Decide what step is most important and justify your answer.
Journal
  1. Paintball
  2. Clean Up Your Grammar
  3. Which Sentence is Complete?

Assessment-Students will turn in graphic organizer, Photo Story, or Journal for an accuracy and comprehension check.

Days 9-10 Publish & Share 2 Days

Goal(s) - Students will use Microsoft Word to create a final draft and share it with the class.

Activities-

Revise, Publish, Share
Use Traits of Good Writing / 25/
Revise partners piece using
Editing checklist / 26/
Discuss details your partner could add to improve their piece.
Peer Assessment / 27/
Make a scrapbook illustrating each step.
Graphic Organizer / 28/
Prepare an oral presentation.
Presentation Rubric / 29/
Present the oral presentation to the class.
Presentation Rubric / 30/
Choose a partner and justify the effectiveness of their piece.
Scoring Rubric

Assessment-Students self-assess with rubric. Teacher assesses with rubric. Student and teacher compare rubrics and discuss differences and similarities. This should be a student led activity. Students is allowed time to edit if necessary. Polished copy is shared in Author’s Chair to peers. Peers are allowed to give two positive comments and one suggestion to improve piece. Student decides to revise or turn in a polished copy. Grade is given. Writing pieces will be exhibited.

Additional Resources for students who may need a minilesson on proofreading.

  • Great exercises that challenge students to proofread passages of text and make the necessary corrections.
  • An interactive guide to finding and correcting mistakes in grammar, spelling, usage, and punctuation!
    2. Curry- Samara Model-

Unit Title: Transactive Writing: How To Paragraph / Knowledge / Comprehension / Application / Analysis / Creative
Thinking / Critical
Thinking
Introduction / 1/
Recall directions they have followed to make or do something.
Journal & share / 2/
Explain the kinds of information that was included.
Journal & share / 3/
Summarize why we need the steps of the how-to.
Journal & share / 4/
Compare & Contrast why each stage is necessary.
Journal & share / 5/
Brainstorm a variety of topics that could be used to write a how- to.
Journal & share / 6/
Decide which topic is most interesting and why the topic is important.
Journal & share
Topic, Lead, & Closing / 7/
Show examples of directions or instructions that explain how to make or do something such as building a model, baking, or playing a game.
Group Discussion / 8/
List three things leads are made of and cut out pictures to label leads and closings for various models of how-to pieces.
Group Activity / 9/
Make a diorama to illustrate what the topic of student’s choice is about.
Independent & display / 10/
Write a jingle to sell why the reader needs to know how-to of student’s choice.
Independent & record / 11/
Design a magazine cover to sell the lead and closing.
Independent & display / 12/
Make a booklet or brochure about why the lead and closing are so important.
Independent & share
List supplies and materials / 13/
List all supplies and materials needed.
Graphic Organizer / 14/
Summarize…
What kind?
How much?
How big?
How many?
Graphic Organizer / 15/
Categorize the supplies and materials.
Graphic organizer / 16/
Isolate specific results if one supply was omitted.
Journal / 17/
Speculate what the end result might be without the first supply.
Journal & share / 18/
Justify why all supplies and materials are essential to final product.
Graphic Organizer
Procedure-
Step by step
First, next, then, last / 19/
Make a chart showing all procedures step by step.
Graphic Organizer / 20/
Add explanations to the chart for each step including helpful hints, warnings, why and why nots for the audience.
Graphic Organizer / 21/
Take a collection of photographs to demonstrate each step.
Digital Camera / 22/
Design a Photo Story with narration for each step.
Photo Story, computer, digital photos / 23/
Hypothesize what would happen if steps were followed from last to first.
Journal / 24/
Decide what step is most important and justify your answer.
Journal
Revise, Publish, Share
Use Traits of Good Writing / 25/
Revise partners piece using
Editing checklist / 26/
Discuss details your partner could add to improve their piece.
Peer Assessment / 27/
Make a scrapbook illustrating each step.
Graphic Organizer / 28/
Prepare an oral presentation.
Presentation Rubric / 29/
Present the oral presentation to the class.
Presentation Rubric / 30/
Choose a partner and justify the effectiveness of their piece.
Scoring Rubric
Additional Activities
Independent Study
Problem- Our class would like make to donation to support our Relay for Life team. / I.
Select A Topic
Make a timeline of events for a process we can use to earn money. / II.
State A Challenge
Write a summary to parents of what we would like to do and what items we need donated to complete our process. / III.
Design A Plan
Construct and manage an assembly process for our product. / IV.
Gather Information
Isolate specific selling points for our buyers (first grade). / V.
Organize Information
Write and present a commercial or advertisement to sell the product. / VI.
Present The Findings
When all activities are complete write a letter to parents explaining the results of the plan, amount of money earned, and when the money was donated. Include photos.
Extended Activities / Math
Saxon Math Lesson-
Measuring, preparing, and enjoying a no bake cookie. / English
Revising paragraphs for punctuation.
Replace tired verbs. / Reading
Dinosaurs Travel
By Laurie Krasny Brown and Marc Brown / Science
Processes
Students will explore several processes. / Social Studies
Economics Unit including product & goods. Students will assemble, pack, advertise, and sell a trail mix to first grade. All proceeds will be donated to relay for life. / Writing
Journal Writing students choose a topic to develop a how to paragraph.
Technology Integration / Students will take digital photos of their how to process. / Students will use the photos to create a Photo Story with the photos and add description of each step. / Students will use word, word art, clipart, and spell check to publish their writing piece. / Students will video a commercial selling their how-to piece. / Students will visit Track Star to review the writing process. / Students will watch the Brain Pop Jr video and take an online quiz for the how- to essay.

Gardner’s Multiple Intelligences / Verbal/ Linguistic
Poetry, debate, storytelling, essay, checklist, journal
Brainstorm a variety of topics that could be used to write a how- to. / Visual/Spatial
Drawing, model, poster, photograph, storyboard, illustration, board game
Use photos to create a Photo Story with the photos and add description of each step. / Logical/ Mathematical
Diagram, outline, timeline, chart, critique, graph
Survey class and graph top three how-to topic choices. / Naturalist
Classification, collection, solution to problem display, observation, forecast, investigation, simulation, exhibit, identification
Speculate what the end result might be without the first supply. / Musical
Song, rap, lyrics, composition, jingle/ slogan, melody
Write another verse to one of the two songs. / Bodily/ Kinesthetic
Role play, skit, pantomime, dance, invention, lab, improvisation, prototype
Create a dance or actions to illustrate one of the two songs.
Intrapersonal
Journal, log, goal statement, belief statement, self-assessment, editorial
Self-Assess with editing checklist. / Interpersonal
Discussion, roundtable, service learning, conversation, group activity, position statement, interview
Provide service to appropriate school personnel or students to demonstrate final product. / Notes:
Students self-assess with rubric. Teacher assesses with rubric. Student and teacher compare rubrics and discuss differences and similarities. This should be a student led activity. Students is allowed time to edit if necessary. Polished copy is shared in Author’s Chair to peers. Peers are allowed to give two positive comments and one suggestion to improve piece. Student decides to revise or turn in a polished copy. Grade is given. Writing pieces will be exhibited.

3. Two full lesson plans.