Informative Writing Start

Grade Level

5th Grade

Duration

30 minutes

Class Size

20 students

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Learning Objectives

By the end of this session, students will be able to:

• Define informative writing and describe its purpose (to inform or explain).
• Identify and list the key characteristics of informative writing: facts, clarity, and organization.
• Recognize examples of informative writing in everyday contexts.

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Common Core State Standards (CCSS) Alignment

• CCSS.ELA-LITERACY.W.5.2
  Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

• CCSS.ELA-LITERACY.W.5.2.A
  Introduce a topic clearly, provide a general observation and focus, and group related information logically.

• CCSS.ELA-LITERACY.W.5.2.B
  Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

• CCSS.ELA-LITERACY.RI.5.1
  Quote accurately from a text when explaining what the text says explicitly and when drawing inferences.

• CCSS.ELA-LITERACY.SL.5.1
  Engage effectively in a range of collaborative discussions on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

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Materials Needed

• Whiteboard and markers
• Sample texts printed on paper (3 types: Narrative, Informative, Opinion)
• Sticky notes (3 per student) in different colors
• Chart paper or large poster for "Characteristics of Informative Writing"
• Student notebooks or writing journals
• Timer

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Lesson Procedures

1. Opening Activity: What Is Informative Writing? (7 minutes)

• Engage students by asking: “When you explain something to a friend, like how to play a game or how to bake cookies, what do you do?”
• Collect 2-3 student answers aloud. Write keywords on the board: explain, tell facts, be clear.
• Introduce the term informative writing, explaining it’s writing that clearly explains facts and ideas so others understand.
• Share the purpose: “Informative writing teaches or gives information.”
• Use an analogy: “It’s like being a teacher with words.”

2. Guided Exploration: Identifying Examples and Features (10 minutes)

• Distribute three short text samples (one narrative, one opinion, one informative).
• In pairs, students read each and use sticky notes (different colors for each text) to mark features they notice (facts, organization, clear explanation, personal opinion).
• Regroup and create a T-chart on chart paper:
  • Left column: What is informative writing like?
  • Right column: What it is NOT (e.g., stories, opinions)
• Create a collective "Characteristics of Informative Writing" list together, emphasizing:
  • Facts and details
  • Clear explanations
  • Logical organization (introduction, body, conclusion)
• Teacher models adding to the chart after each pair shares.

3. Discussion: Why Clarity and Organization Matter (6 minutes)

• Lead a think-pair-share: Ask students why it is important for writing to be clear and organized when explaining something.
• Elicit answers such as avoiding confusion, helping readers learn, making writing easier to follow.
• Highlight how good writing is like a map guiding the reader.

4. Short Application Activity: Informative Writing Quick Sketch (5 minutes)

• Students write down in their notebooks a topic they know well and could explain (e.g., How to make a sandwich, facts about an animal, a sport they like).
• Then, quickly jot 2 facts and one reason why clarity is important for that topic’s writing.
• Volunteers share their topics and facts aloud.

5. Closing and Exit Ticket (2 minutes)

• On a sticky note, each student writes one key characteristic of informative writing and sticks it on the "Characteristics" poster.
• Teacher reads a few aloud for reinforcement.
• Briefly preview the next lesson: writing clear introductions for informative pieces.

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Assessment & Feedback

• Formative Assessment:
  Observation during pair reading and sticky note placement for understanding of characteristics.
  Quick sketches of informative topics with facts show ability to identify appropriate content.
• Exit Ticket:
  Each student's one characteristic note demonstrates grasp of key concept.

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Differentiation

• Provide sentence starters for students needing extra support (e.g., “Informative writing tells about __________.”)
• Challenge advanced students by asking them to think of examples where informative writing is used in real life (e.g., manuals, newspapers).
• Allow partners to read aloud for students with reading difficulties.

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Reflection for Teacher

• Were students able to distinguish between informative, narrative, and opinion writing?
• Did the sticky note activity help with identification of characteristics?
• How engaged were students in choosing their own topics?
• Use these notes to inform instruction for upcoming lessons focused on crafting well-organized informative paragraphs.

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This engaging introduction builds a strong foundation for students’ understanding of informative writing, aligns precisely with Common Core standards, and uses interactive strategies that leverage peer collaboration and active learning—setting a dynamic tone for the entire unit.