Unit Plan/ Unessay: INFORMATIONAL WRITING by Linn Eggett

Assement, worksheets, and activities

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Contextualization

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Critical Questions for Informational Writing

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Who wrote this?
Who is the intended audience?
What is the purpose of this information?
Why is the information presented and organized in this way?
What is said?
What is not said?

Internet Research Mini-Lesson

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Texts Options

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What are the different types of informational texts students will interact with in life?

Websites
Social Media Posts
Newspapers
Research papers
Journal Articles
Brochures
Infographics
Podcasts
Speeches
Public Service Announcements

Fake News/ Social media

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How do we write for a general audience?

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Activities and Lessons

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Final Project Menu of Options

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Blog/Social media
Brochure
Infographic
Podcast
Newspaper/Journal Article

EQ

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How do I determine truth in a non-neutral world? (How do I find my own opinions within this world?)

Unit Basics

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Topic: Informational Writing

Grade: 11th

Time: 50min lessons

Early in the year

STANDARDS

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Speaking and Listening (11-12.SL) [ALL]

Standard 11-12.R.10

Standard 11-12.R.12

Standard 11-12.R.13

Standard 11-12.W.2

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Contextualization Worksheet

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Evidence

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Final Project Outline and Objectives

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Objectives:

Writing using concise and effective language
Critical literacy of informational sources
Presenting information in a clear and understandable way

Outline:

Students will choose a nuanced topic they don't have an opinion on but that is talked about a lot. Students will do research in multiple informational formats to understand the reality of this topic. With this, they will create a presentation of the "facts vs. fiction" of their topic, comparing the misconceptions with the reality in a medium of their own choosing. It will be presented in a Gallery Walk at the end of the unit.

Newspapers and Bias

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Rationale

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My essential question for this unit is a two-pronged approach, focusing on critical media consumption and making informed opinions about topics. I believe these questions will help the students, and myself, think about our texts in a complex and nuanced way because it is forcing us to decide our own view on the topic, compared to the opinion presented. I have three main learning objectives for this unit: students will be able to be critical about information, students will be able to write concisely and effectively, and students will be able to present information to a general audience". These three objectives set up a solid path for success outside of the ELA classroom and within narrative and informational reading/writing. My main focus is on critical literacy(everything highlighted orange) and they build off of this critical literacy a better understanding of how the text works as a whole. This is my way of showing them how to carefully take apart a clock to see how it works, vs just smashing it open. With these skills, they will be able to continue to practice critical literacy both in and outside the classroom. The focus on effective language comes down to the importance of effective communication in day-to-day life. If my students don’t build an arsenal of strategies to create productive conversation then they will be ill-equipped for the workplace and the world at large. Good communication is the basis of society and it is our job to help foster those skills as ELA teachers.

"There is one question that should be considered above all others. Why am I doing this?" (Beach et. al. 44)

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"How can you best detail the expectations and work of the class in ways that create opportunities for students and you, as well, to dialogue with the texts of your lives?" (Beach et. al. 47)

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Kittle and Gallagher 72

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Kittle and Gallagher 72

"As projects increase in complexity, students are expected to compose effectively both individually and on a team: listening to others, sharing thinking, combining understandings, and prioritizing information into coherent, collaborative texts" (Kittle and Gallagher 72)

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"No matter the career plans of our students, a study of informational writing is relevant" (Kittle and Gallagher 72)

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"Informational texts have moved far beyond the annual school research paper. Has our teaching?" (Kittle and Gallagher 72)

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Podcasts

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Stuff they don’t want you to know
Stuff you should know
Lore(and other Aaron Mahnke productions)
Radio Lab
There is no such thing as fish

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The importance of peer feedback

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Unit Calendar

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