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Informational Writing

Unit Plan

Informational Writing

Objectives

In this unit, students learn how to write a brochure. Students will:

  • establish purpose and audience before writing and understand the importance of making writing effective.
  • understand and use text features.
  • use the writing process to create a brochure.

Essential Questions

How do grammar and the conventions of language influence spoken and written communication?
How do strategic readers create meaning from informational and literary text?
How does a reader know a source can be trusted?
How does interaction with text provoke thinking and response?
How does one best present findings?
What does a reader look for and how can s/he find it?
What is the purpose?
What is this text really about?
What makes clear and effective writing?
What will work best for the audience?
Who is the audience?
Why do writers write?
  • How do strategic readers create meaning from informational and literary text?
  • What is this text really about?
  • How does interaction with text provoke thinking and response?
  • What makes clear and effective writing?
  • Why do writers write? What is the purpose?
  • Who is the audience? What will work best for the audience?
  • How do learners make decisions concerning formal and informal language in social and academic settings?
  • How do grammar and the conventions of language influence spoken and written communication?
  • How does one best present findings?
  • What does a reader look for and how can s/he find it?

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

Formative Assessment

  • View

    Short-Answer Item:

    1. Why is it important to decide the purpose and audience of your writing before you begin writing? Be sure to include examples of both purpose and audience awareness in your answer.

     

    Short-Answer Key and Scoring Rubrics:

    1. Why is it important to decide the purpose and audience of your writing before you begin writing? Be sure to include examples of both purpose and audience awareness in your answer.

     

    Points

    Description

    3

    The student explains the importance of both purpose and awareness of audience and provides an example for each.

    • Having a purpose allows you to choose the correct text form for your writing.
    • Knowing your audience helps you make your writing appropriate for that audience.

    2

    The student explains the importance of both purpose and awareness of audience and provides one example for either purpose or audience but not both.

    1

    The student explains the importance of and provides an example of only purpose or awareness of audience.

    0

    The student does not include any of the above points or does not attempt to answer the question.

     


    Performance Assessment:

    Students are evaluated on the final copy of their brochures. Use the following scoring rubric for evaluation.

    Performance Assessment Scoring Rubric:

    Points

    Description

    5

    The student brochure has

    • all 5 Ws and additional information needed.
    • a variety of text features that are appropriate for the topic.
    • few or no errors in grammar, punctuation, spelling, and capitalization.

    4

    The student brochure has

    • all 5 Ws and additional information needed.
    • some variety of text features appropriate for the topic.
    • few errors in grammar, punctuation, spelling, and capitalization.

    3

    The student brochure has

    • three or four of the 5 Ws and little if any of the additional information needed.
    • a limited variety of text features appropriate for the topic.
    • some errors in grammar, punctuation, spelling, and capitalization.

    2

    The student brochure has

    • one or two of the 5 Ws and little if any of the additional information needed.
    • two different text features appropriate for the topic.
    • several errors in grammar, punctuation, spelling, and capitalization.

    1

    The student brochure has

    • one or two of the 5 Ws and none of the additional information needed.
    • one text feature appropriate for the topic.
    • numerous errors in grammar, punctuation, spelling, and capitalization that interfere with meaning.

    0

    The student does not include any relevant information in his/her brochure or does not attempt to create a brochure.

     

Final 05/10/2013
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