Mini-lesson: 15-20 minutes
Student work period: 25-35 minutes
Sharing: 5-10 minutes
|Example: "Writers, I've been very impressed as I've read over your informational articles lately. You've been doing a great job of writing creative leads to capture your reader's interest. Today I'm going to teach you how informational authors also use headings to make their writing more organized and interesting to their readers."|
Example: "Let me show you what I mean. Look at my writing about sea turtles from yesterday [show students a sample writing that is not divided into sections with headings]. I have a lot of good information here about sea turtles. But if someone were reading my article, they might have a hard time finding the information they want because it's not divided into sections. If you look at this book about sea turtles [show students a book or magazine article that IS organized into sections with headings] you can see that the writer has decided to group all the information about sea turtles' food into one paragraph, and to title it "What do sea turtles eat?". Another section is about sea turtle babies, and it also has its own heading. I'm thinking I need to do this to my writing also, to make it easier for my readers to find the information they want.
Watch as I underline all the information in my article that has to do with where sea turtles live using a red marker. Now I will be able to rewrite this information in my next draft with a heading, such as "Where do sea turtles live?".
|Example: "Now I want you to try it. What other information could I group together in my article? Turn and talk to your writing partner about sentences that you feel would go together, and also think of a good heading title that summarizes that information. [Give students 2-5 minutes to talk. As students discuss, listen in on discussions to see if students understand the idea. Decide on one partner group who understand the idea of headings to share with the group]. Writers, let's come back together. I heard some good discussion going on! Jose and Walter, would you please share with the group the information you think should go together and the heading that you feel would fit?" [Allow just this pair to share - there's no need to let multiple students share, as this takes up time and can turn your mini-lesson into a "maxi-lesson"]|
|Example: "Writers, today we learned that informational authors often organize their writing by grouping similar information together and putting a small title, or heading, at the beginning of that section. Today, I want you to examine your article - even if you're not finished yet - and work on grouping similar information together. You may use different colored markers like I did. If you still have questions about how authors use headings you may stay behind on the rug. Otherwise, off you go - happy writing!"|