In this unit, students compose an informational article, taking it from conception to publication. Students will:

• practice methods of identifying topics for articles.
• create a collection of their own article topics.
• develop a main-idea statement to narrow their topic.
• research their own topics.
• outline their research information.
• examine methods for composing the introduction for an informational article.
• examine methods for composing a conclusion for an informational article.
• compose their own individual articles.
• examine the structure of their own articles, as well as the structure of articles written by classmates.
• listen to and respond to the writing of other students.
• revise their articles for focus, content, and organization.
• polish and publish their own articles.

• Why do writers write? What is the purpose?
• What makes clear and effective writing?
• Who is the audience? What will work best for the audience?
• How do grammar and the conventions of language influence spoken and written communication?
• How do readers know what to believe in what they read, hear, and view?
• How does one best present findings?
• What does a reader look for and how can s/he find it?
• How does a reader know a source can be trusted?

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.

• “Teaching Fiction and Learning the Essentials of Our Craft” by Lucy Calkins. The Art of Teaching Writing. Heinemann, 1986. 317-327.
• Google Docs. https://www.docs.google.com
• Write Source: A Book for Writing, Thinking, and Learning by Dave Kemper, Patrick Sebranek, and Verne Meyer. Great Source, 2006.
• After “The End”: Teaching and Learning Creative Revision by Barry Lane. Heinemann, 1993.
• National Writing Project: Improving Writing and Learning in the Nation’s Schools. http://www.nwp.org/
• On Writing Well by William Zinsser. Harper Collins Publishers, 1990.