In this activity, students learn what an informative text is. They read a sample text, “Shadows and Light” and answer multiple choice questions about the reading analyzing the author's craft.

In this assignment, students learn how evidence can help them identify a thesis statement. They also learn to keep the task, purpose, and audience in mind as they develop their informative texts.

In this activity, students read about organizational strategies. They learn about transitions, syntax, and formatting, as well as how these can help create an organized informative text. They also practice analyzing the structures and features of informational text.

In this assignment, students learn what makes an effective introduction and conclusion. They read three sample essays and evaluate their introductions and conclusions. They also practice writing their own. 

In this activity, students read about the different types of elaboration. Then they evaluate sample passages and practice choosing elaboration for sample thesis statements.

In this assignment, students read about how different types of graphics and multimedia can enhance an informative text. Students practice choosing the correct elements for an informative passage.

In these activities, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this activity, students learn how expressive language and vocabulary make an informative text stronger. They read sample essays and practice evaluating descriptive language. Students also practice revising for precise and figurative language.

In this activity, students learn what an informative text is. They read a sample text, “The Language of War,” and answer multiple choice questions about the reading analyzing the author's craft.

In this assignment, students learn how evidence can help them identify a thesis statement. They also learn to keep the task, purpose, and audience in mind as they develop their informative texts.

In this assignment, students learn what makes an effective introduction and conclusion. They read three sample essays and evaluate their introductions and conclusions. They also practice writing their own. 

In this activity, students read about the different types of elaboration. Then they evaluate sample passages an practice choosing elaboration for sample thesis statements.

In this assignment, students read about how different types of graphics and multimedia can enhance an informative text. Students practice choosing the correct elements for an informative passage.

In this activity, students read about organizational strategies. They learn about transitions, syntax, and formatting, as well as how these can help create an organized informative text. They also practice analyzing the structures and features of informational text.

In these activities, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this activity, students learn how expressive language makes an informative text stronger. They read sample essays and practice evaluating descriptive language. Students also practice revising for precise and figurative language.

In this activity, students learn what an informative text is. They read a sample text, “A Life Without Music,” and answer multiple choice questions about the reading analyzing the author's craft.

In this assignment, students learn how evidence can help them identify a thesis statement. They also learn to keep the task, purpose, and audience in mind as they develop their informative texts.

In this activity, students read about organizational strategies. They learn about transitions, syntax, and formatting, as well as how these can help create an organized informative text. They also practice analyzing the structures and features of informational text.

In this assignment, students learn what makes an effective introduction and conclusion. They read three sample essays and evaluate their introductions and conclusions. They also practice writing their own. 

In this activity, students read about the different types of elaboration. Then they evaluate sample passages an practice choosing elaboration for sample thesis statements.

In this assignment, students read about how different types of graphics and multimedia can enhance an informative text. Students practice choosing the correct elements for an informative passage.

In this activity, students learn how expressive language makes an informative text stronger. They read sample essays and practice evaluating precise language and vocabulary. Students also practice revising for precise and figurative language.

In these activities, students learn how formal style and tone make an informative text stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this activity, students learn what an informative text is. They read a sample text, “Dark Times,” and answer multiple choice questions about the reading analyzing the author's craft.

In this assignment, students learn how evidence can help them identify a thesis statement. They also learn to keep the task, purpose, and audience in mind as they develop their informative texts.

In this assignment, students learn what makes an effective introduction and conclusion. They read three sample essays and evaluate their introductions and conclusions. They also practice writing their own. 

In this activity, students read about the different types of elaboration. Then they evaluate sample passages and practice choosing elaboration for sample thesis statements.

In this assignment, students read about how different types of graphics and multimedia can enhance an informative text. Students practice choosing the correct elements for an informative passage.

In this activity, students read about organizational strategies. They learn about transitions, syntax, and formatting, as well as how these can help create an organized informative text. They also practice analyzing the structures and features of informational text.

In these activities, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this activity, students learn how expressive language makes an informative text stronger. They read sample essays and practice evaluating descriptive language. Students also practice revising for precise and figurative language.

Proficiency Level: Approaching, Below

In this assignment, students plan an Informative Essay on a topic of their choice. Students use an Informative Essay Graphic Organizer to plan their essays. Students use the Graphic Organizer to create a strong introduction with a clear thesis statement. They develop their main idea and support it with evidence from their reading and research. 

Duration: 15-20 minutes

Proficiency Level: Below

In this assignment, students research and plan a Research Report on a topic of interest to them. Students use a Research Report Planner to plan their reports. Students research the topic and develop research questions to narrow down their topic. They then fill in the Research Report Planner with a clear thesis statement, key ideas and evidence, as well as citations for a variety of relevant sources. Students correctly cite each source and conclude by summarizing their key ideas.

Duration: 15-20 minutes

Proficiency Level: Below

In this mini-lesson, students learn to craft a conclusion paragraph for informational writing. Students respond to a variety of questions to review the skill. This lesson includes a short constructed response section so students can practice applying the skill. Check out Assignment Resources for links to teacher materials from our partners at Smekens Education

Duration: 15-20 minutes

Proficiency Level: Below

In this assignment, students learn what makes an effective conclusion. They read two sample essays and evaluate their conclusions. They also practice writing their own. 

Duration: 15-20 minutes

Proficiency Level: Below

In this assignment, students learn what makes an effective introduction. They read a sample essay and evaluate its introductions. They also practice writing their own. 

Duration: 15-20 minutes

Proficiency Level: Approaching, Below

In this assignment, students analyze "Departure," a short story by American author Sherwood Anderson. Students consider the theme of the story and how the author conveys this theme. Students respond to the prompts in the Planner and use evidence from the text to support their responses. The ability to analyze the theme of a literary work—and to cite supporting evidence from the text—are key skills required by many Information-genre analysis and writing assignments.

Duration: 15-20 minutes

Proficiency Level: Below

In this assignment, students read "Virtual Reality Field Trips Give Students Advanced Adventure," an article about virtual reality field trips. They plan their own virtual reality field trip and write the Introductory Paragraph to a marketing brochure advertising the virtual field trip. Students focus on the skill of introducing a topic, including hooking the reader and crafting a clear thesis statement. Before writing, students complete graphic organizers to analyze the selection and plan the brochure and Introductory Paragraph.

Duration: 15-20 mins

Proficiency Level: Below 

In this activity, students read "Light Pollution Increasing Around the Globe," a news article about problems caused by artificial light. Students plan out a Short Article about another invention with unintended consequences, focusing on the skills of organizing their writing logically and using linking words to connect ideas. 

Duration: 10-15 mins

Proficiency Level: Below

In this activity, students read the poem, “Oh, oh, you will be sorry for that word,” by Edna St. Vincent Millay. Then they write a three-paragraph Poetry Review in response to this question: Is the poet’s use of literary devices, including sarcasm, effective in communicating the narrator’s feelings to readers? Students focus on finding evidence in the text including quotations and other examples. 

Duration: 15-20 mins

Proficiency Level: Below

In this activity, students read the selection, a news article titled "Students Turn Food Into Nonperishable Powder." Students write an Informational Speech that precisely describes a favorite food to people of the future who have never tasted it. They focus on using precise language, vivid descriptions, and content vocabulary to describe the food. Before writing, students complete graphic organizers to analyze the selection and plan their Informational Speech.

Duration: 10-15 mins

Proficiency Level: Below

In this assignment, students write a few sentences explaining the topic they're learning about in class. 

Duration: 10-15 minutes

Proficiency Level: Below

In this assignment, students write three sentences about a topic. They should begin the second and third sentences with a transition (signal word) that connects their ideas.

Duration: 5-10 minutes

Proficiency Level: Meets, Approaching, Below

In this assignment, students imagine they've written an informational essay explaining their favorite sport. THey write a strong conclusion to their imaginary essay.

Duration: 5-10 minutes

Quick Write Informative Paragraph: The theme of this collection of activities is Inventions. Each reading selection focuses on a topic related to inventors, their inventions, and the innovations that have made a mark on history. In this assignment, students activate their prior knowledge about this theme by choosing an invention that affects their lives and writing a Quick Write Informative Paragraph about it. They describe the object using detailed descriptions to explain the item fully to a person from the past who has never before seen it. This brief activity will help students consider the theme and prepare for writing in the Information genre.

Duration: 20 minutes

Introductory Paragraph: In this activity, students read "Virtual Reality Field Trips Give Students Advanced Adventure," an article about virtual reality field trips. They plan their own virtual reality field trip and write the Introductory Paragraph to a marketing brochure advertising the virtual field trip. Students focus on the skill of introducing a topic, including hooking the reader and crafting a clear thesis statement. Before writing, students complete graphic organizers to analyze the selection and plan the brochure and Introductory Paragraph.

Duration: one class period

Literary Analysis: In this activity, students read "To a Locomotive in Winter," a poem by Walt Whitman. Then they write a Literary Analysis about Whitman's use of descriptive language and personification. Students focus on the skill of analyzing a text and providing examples to support their observations. Before writing, students complete graphic organizers to analyze the poem and plan their Literary Analysis.

Duration: one class period

Consumer Research Report: In this activity, students read the selection "The Farmboy Who Invented Television." Then they write a Consumer Research Report for an inventor, describing a problem for the inventor to solve. Students focus on the skill of developing a topic with details, facts, quotations, and examples. Before writing, students complete graphic organizers to analyze the article and plan their Consumer Research Report.

Duration: one class period

Short Article: In this activity, students read "Light Pollution Increasing Around the Globe," a news article about problems caused by artificial light. Students write a Short Article about another invention with unintended consequences, focusing on the skills of organizing their writing logically and using linking words to connect ideas. Before writing, students complete graphic organizers to analyze the selection and plan their Short Article.

Duration: one class period

Informational Speech: In this activity, students read the selection, a news article titled "Students Turn Food Into Nonperishable Powder." Students write an Informational Speech that precisely describes a favorite food to people of the future who have never tasted it. They focus on using precise language, vivid descriptions, and content vocabulary to describe the food. Before writing, students complete graphic organizers to analyze the selection and plan their Informational Speech.

Duration: one class period