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Understand what a paragraph  is.
What details answer the question.
What a topic statement is and how to create one.
What is change?
How to revise.
Use the writing checklist.

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They need to know how to write an informative paragraph.

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They need to understand how to write a paragraph

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They need to know what the word impact means.

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They need to know what the word impact means.

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They need to learn the context and what the word "changes means in context."

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They need to learn the context and what the word "changes means in context."

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-How to determine relevent vs irrelevent details.
-how to develop a topic statement and conclusion statement. (need to restate and answer not give details.
-through the text
-change impacts plants and animals
-synthesize the information together
-many texts...
-revisions: model using the checklist

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Know how to find relevant facts to draw conclusions regarding impact. 

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Know how to find relevant facts to draw conclusions regarding impact. 

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They need to refer back to the rubric.  They need to write a concluding statement. They need to learn how to write compound sentences. 

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They need to refer back to the rubric.  They need to write a concluding statement. They need to learn how to write compound sentences. 

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We don't feel we need to revise the task.  We have covered vocabulary, compound sentences and informational paragraphs. 

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We don't feel we need to revise the task.  We have covered vocabulary, compound sentences and informational paragraphs. 

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Learn how to support topic sentences with relevant, supporting details from text. 

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Learn how to support topic sentences with relevant, supporting details from text. 

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The task can stay the same but scaffolding is needed for some students.

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The task can stay the same but scaffolding is needed for some students.

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ELLs - bilingual vocabulary with visuals

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ELLs - bilingual vocabulary with visuals