Informative Writing Workshop

Grade: 8

Duration: 20 minutes

Students: 10

Subject: English Language Arts (ELA)

---

Learning Objectives

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

• 8.W.2: Write a brief informative text with a clear focus and logical organization.
• 8.W.4: Produce clear and coherent writing tailored to task, purpose, and audience.
• 8.W.7: Conduct a short, focused research project driven by self-generated questions.
• 8.W.8: Gather and cite relevant information from at least two different sources.

"I can" statements:

• I can write an informative paragraph with a clear main idea and supporting details.
• I can use different sources to research a question I created.
• I can organize my writing so it makes sense to my audience.
• I can include citations from two or more sources to support my ideas.

---

Success Criteria

• Student writing includes a clear topic sentence and well-organized supporting details.
• Student work demonstrates use of at least two sources, correctly cited.
• The writing is coherent and appropriate for an 8th-grade audience.
• Research questions are meaningful and guide the writing.

---

Materials Needed

• Graphic organizer template for organizing ideas
• Sample short informative text (dyslexia-friendly font and layout)
• Access to printed or digital sources (two per student) – articles, short texts, or excerpts
• Citation guide handout (simple model)
• Highlighters and pencils

---

Lesson Procedures

1. Introduction & Focus (3 minutes)

• Begin by briefly discussing what makes writing informative and clear.
• Show a short, dyslexia-friendly example of a well-organized informative paragraph.
• Emphasize how clear focus and organization help readers understand the topic.
• Share the "I can" objectives with the class.

2. Generating a Research Question (4 minutes)

• Ask students to think of an interesting topic (e.g., animals, history, technology).
• Model creating a focused research question related to their topic (e.g., "How do bats use sonar to navigate?").
• Students write their own self-generated research question related to the class theme or personal interest.

3. Research & Gathering Information (6 minutes)

• Provide each student with two short articles or texts related to their question.
• Students read the texts (dyslexia-friendly options available) and highlight key information supporting their question.
• Model quick note-taking using the graphic organizer focusing on the main idea and supporting facts.
• Students begin filling out their organizers, making sure to note the source for each fact.

4. Writing an Informative Paragraph (5 minutes)

• Using the graphic organizer, students write a clear, focused informative paragraph.
• Remind them to include a topic sentence, supporting details, and to cite their sources in a simple format (e.g., author or article title).
• Circulate and provide scaffolding and prompts as needed.

5. Sharing & Reflection (2 minutes)

• Invite 2-3 students to share their paragraphs or interesting facts.
• Ask students to reflect: "What helped me write clearly today?" and "How did my research improve my paragraph?"
• Reinforce the success criteria and "I can" statements.

---

Differentiation Strategies

• For students with dyslexia:

  • Provide reading materials in dyslexia-friendly fonts (e.g., OpenDyslexic or Arial) with clear spacing.
  • Use audio recordings of sources for students who benefit from listening.
  • Encourage use of graphic organizers with visuals or keywords.

• For English Language Learners (ELLs):

  • Pre-teach key vocabulary prior to reading.
  • Pair with a peer buddy for reading or brainstorming.

• For students with attention challenges:

  • Break tasks into smaller, timed chunks with check-in points.
  • Use timers or visual cues to increase focus.

---

Extension Activities for Advanced Learners

• Research an additional source and integrate it into their informative text with a properly formatted citation.
• Create an infographic or visual summary to accompany their paragraph as an alternative mode of presentation.
• Explore counterarguments or common misconceptions about their topic and address them briefly in their writing.

---

Assessment

• Informal assessment through observation during research and writing.
• Evaluation of the informative paragraph based on clarity, organization, use of sources, and citation accuracy aligned with 8.W.2, 8.W.4, 8.W.7, and 8.W.8 standards.
• Use a simple rubric focused on focus/focus, coherence, research depth, and citation.

---

Reflection for Teachers

• This compact lesson engages students in a meaningful, standards-based informative writing task with integrated research skills—preparing them for longer research projects.
• The use of personalized research questions encourages student ownership of learning.
• Dyslexia-friendly resources and differentiated supports increase accessibility.
• Extension options provide challenge for advanced students without detracting from core objectives.

---

End of plan.