Build Our Class Guide

Overview

Students begin the school year by learning about one another and practicing respectful collaboration. They will conduct a short class survey, organize responses into a simple chart, and build a one-page “Our Class Guide” section that introduces the class and previews what readers will learn. The activity provides a low-pressure writing sample while developing informative writing, organization, paraphrasing, and source awareness.

Learning intentions

Students will be able to:

• Introduce a topic clearly and preview information for the reader.
• Gather relevant information by asking questions and recording responses.
• Organize information using headings, categories, and a simple chart.
• Paraphrase a classmate’s response and identify the source of information.
• Collaborate to create a useful class product.

Success criteria

• I can write an opening that tells readers what my section is about.
• I can organize survey information under clear headings.
• I can accurately paraphrase information someone shared.
• I can contribute words, drawings, chart pieces, or design ideas to my group’s guide.

Curriculum links

• Informative/explanatory writing: selecting, organizing, and analyzing relevant content.
• Informative writing: clear introductions, previews, headings, charts, and other helpful graphics.
• Research and source use: gathering information, assessing accuracy, paraphrasing, and naming sources.
• Writing routinely for a real audience during a short, purposeful task.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Teacher opens with the hook and learning goal slides and asks, “What could a new student learn from a guide made by our class?” Students discuss one thing that helps them feel comfortable in a new classroom and may pass if they do not wish to share.

2. 5–10 min · Model the project. Teacher displays a sample class-guide page with the heading “How We Learn,” a short introduction, a three-category chart, and a source line such as “Information gathered from student survey.” Teacher models changing an exact response into a respectful paraphrase and reviews the project directions on the model page and project steps. Students identify the heading, preview sentence, chart, and source.

3. 10–17 min · Survey preparation. Teacher distributes the survey and class-guide planning sheet and assigns pairs, balancing reading and writing strengths. Students choose or receive three accessible questions, such as “What helps you learn?”, “What is one interest you enjoy?”, and “What is one goal for this year?” They practice asking one question, listening carefully, and recording key words rather than every word. Students who prefer not to answer may write “pass” or choose a low-risk classroom preference.

4. 17–25 min · Conduct the survey. Teacher establishes movement and voice expectations, circulates, and checks that students record the speaker’s name or identify them as “classmate.” Students interview two classmates, then return to their group with their notes. They compare responses and select accurate, appropriate information for the class guide.

5. 25–37 min · Hands-on build. Teacher gives each group chart paper or a large sheet, markers, sticky notes, scissors, and glue, then reopens the build checklist and visual example. Students build one guide page containing a clear title, a two-sentence introduction that previews the page, two or three headings, a simple tally or picture chart, and one paraphrased classmate response with a source line. Assign roles such as reader, recorder, materials manager, designer, and accuracy checker; students may switch roles. The teacher conferences briefly with each group and prompts, “What will your reader learn first?”

6. 37–42 min · Gallery check and revision. Teacher asks groups to place pages where classmates can view them and provides the group discussion cards for respectful feedback prompts. Students quietly visit at least two pages, leave one specific comment or verbal suggestion, and return to revise one item for clarity, spelling, accuracy, or organization.

7. 42–45 min · Exit reflection. Teacher displays the reflection prompt and asks students to complete the final section of the survey and class-guide planning sheet. Students answer: “What is one way our group organized information?” and “What is one change I would make to improve our guide?” Collect sheets and group pages as baseline evidence.

Resources

• the class guide introduction and activity deck
• the survey and class-guide planning sheet
• the group discussion cards
• Chart paper or large construction paper
• Markers, pencils, colored pencils, sticky notes, scissors, and glue
• Timer and four clearly labeled work areas
• Teacher-created sample class-guide page

Assessment

• During the survey, check whether students ask a question, listen, record relevant key words, and identify the source.
• During group work, use a quick checklist for an introduction, preview, headings, chart or graphic, accurate paraphrase, and source line.
• Review the exit reflection and completed planning sheet to identify students needing support with organization, sentence construction, or respectful collaboration.

Differentiation

• Provide read-aloud directions, one-step instructions, visual examples, enlarged print, wide writing spaces, and extra processing time for students with dyslexia or reading needs.
• Offer sentence frames: “This page explains…,” “Readers will learn…,” “According to ___, …,” and “Our chart shows….” Allow speech-to-text, a scribe, oral responses, drawing, cutting, or arranging prewritten words.
• Read survey questions aloud and let students select from two or three choices. Pair students intentionally and avoid requiring public sharing of personal information.
• For students ready for more challenge, ask them to compare two survey results, explain a pattern in the chart, or improve the introduction so it better previews the page.