Informational Writing: Organize, Develop, and Explain

Informational Writing: Organize, Develop, and Explain

Grade 6 · ELA · NYS NGLS 6W2 · 55 Minutes

NYS-Aligned Standard

6W2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. NYS Next Generation English Language Arts Learning Standards (2017)

Learning Objectives — “I Can” Statements

• I can introduce a topic clearly and organize my ideas logically.
• I can develop my topic using relevant facts, definitions, and concrete details.
• I can use appropriate transitions to clarify relationships between ideas.
• I can use precise, domain-specific vocabulary to explain my topic.
• I can write a concluding statement that follows from the information presented.

Essential Question

How do writers choose and organize information to help readers truly understand a topic?

Materials & Prep

• Informational Writing Planning Template (provided below — 1 per student)
• Sample informational paragraph (teacher-written — see model below)
• Color-coded highlighting supplies (5 colors: intro, fact, detail, transition, conclusion)
• Domain-specific vocabulary list relevant to current unit/topic
• Student notebooks or lined paper for drafting

Pre-class: Prepare the board with the five-paragraph informational structure: Introduction → Body Para 1 → Body Para 2 → Body Para 3 → Conclusion

Vocabulary

Lesson Sequence

Hook / Warm-Up (8 minutes)

1. Show two paragraphs on the board: one organized, one with information scrambled out of order.
2. Ask: “Which one is easier to understand? Why?”
3. Students discuss in pairs (1 minute), then share out.
4. Introduce: “Organization is the key to informational writing. Today we’ll learn how expert writers select and arrange information so readers understand complex topics.”

Direct Instruction (15 minutes)

1. Display the teacher-authored mentor text (see model below).
2. Color-code the text together: yellow = intro/topic sentence, blue = fact, green = detail/example, orange = transition, pink = conclusion.
3. Analyze: “Notice how EACH fact is followed by a detail that explains it. Why does that matter?”
4. Introduce the TIED structure: Topic sentence → Information/fact → Evidence/example → Domain vocabulary
5. Walk through the Planning Template section by section.

Original Mentor Text (Teacher-Authored):

“The water cycle is one of Earth’s most important natural processes. Water moves continuously between the surface of the Earth and the atmosphere in a pattern that never stops. First, energy from the sun causes water to evaporate from oceans, lakes, and rivers. This process transforms liquid water into water vapor, an invisible gas that rises into the air. Furthermore, as water vapor rises and cools, it condenses into tiny water droplets that form clouds through a process called condensation. Eventually, these water droplets combine and fall back to Earth as precipitation, which includes rain, snow, and sleet. As you can see, the water cycle continuously recycles Earth’s water, making life on our planet possible.”

Guided Practice (12 minutes)

1. Give pairs a common topic related to current ELA or cross-content unit.
2. Pairs fill in the top section of the Planning Template together: topic sentence + 2 facts.
3. Pairs share facts with another pair; class evaluates: “Is that a fact or an opinion?”
4. Together, select one strong transition word for each body paragraph.

Independent Practice (14 minutes)

1. Students independently complete the full Planning Template for their chosen topic.
2. Students begin drafting the introduction and first body paragraph.
3. Teacher and aide circulate; use the TIED structure checklist to give targeted feedback.

Closure (6 minutes)

1. Students share their topic sentence and one detail with a partner.
2. Partner checks: “Does the detail support the topic sentence? Is there a transition?”
3. Exit ticket: “Write ONE transition word you used (or will use) and explain why you chose it.”

Informational Writing Planning Template

Name: __________________________ Date: ____________ Topic: ___________________

INTRODUCTION
Hook (question, fact, or quote that grabs attention):
_________________________________________________________________________
Topic sentence (What will you explain?):
_________________________________________________________________________

BODY PARAGRAPH 1
Topic sentence: _____________________________________________________________
Fact/Information: ____________________________________________________________
Detail/Example: _____________________________________________________________
Domain vocabulary word used: _________________________________________________
Transition to next paragraph: __________________________________________________

BODY PARAGRAPH 2
Topic sentence: _____________________________________________________________
Fact/Information: ____________________________________________________________
Detail/Example: _____________________________________________________________
Domain vocabulary word used: _________________________________________________
Transition to next paragraph: __________________________________________________

CONCLUSION
Restate the main idea in a new way: ____________________________________________
Final thought (why it matters): ________________________________________________

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

• Provide a scaffold with the introduction and transition words pre-filled; student adds facts using bullet points or drawings
• Allow student to write in L1 first, then work with bilingual peer to translate key ideas
• Provide illustrated domain vocabulary list with L1 translations
• Sentence stems: “This text is about ___. One important fact is ___. Another fact is ___.”

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Provide a word bank of transitions and domain vocabulary
• Pre-teach academic vocabulary 1 day before the lesson (brief vocabulary preview)
• Offer a partially completed planning template (introduction filled in; student completes body paragraphs)
• Allow student to speak their ideas into a recording before writing

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

• Content: Reduce to one body paragraph (instead of two); provide 2–3 pre-selected facts; allow student to identify which facts to include from a pre-made list
• Methodology: Use graphic organizer with visual boxes and arrows; allow verbal planning with teacher or peer before writing; use sentence-level completion tasks (“The topic sentence says ___ because ___”)
• Delivery: Provide template digitally for typing; allow extended time per IEP; seat near teacher during instruction; allow voice-to-text tools

Suggested Placement: ICT, Resource Room

Suggested IEP Goal Reference (Teacher Reference Only — Not Legal Advice): Given an informational writing planning template with sentence starters and a facts list, the student will produce an informational paragraph that includes a topic sentence, at least one supporting fact with a detail, and a concluding sentence, with 75% accuracy across 4 of 5 writing tasks, supporting progress toward 6W2.

Extensions for Advanced Learners

• Add a counterclaim or complicating idea: “Some people think ___, but the evidence shows ___.”
• Research and cite one additional source to incorporate into the draft
• Revise the mentor text to improve organization — reorder one paragraph and explain why

Assessment

Formative: Exit ticket (transition word + explanation); circulate during guided and independent practice

Summative Option: Completed informational draft scored with rubric:

• Ideas/Content: relevant facts, sufficient detail
• Organization: clear structure, effective transitions
• Language: domain vocabulary, precise word choice
• Conventions: grade-level grammar and mechanics

NYS Assessment Note: Informational writing tasks appear on NYS 6–8 ELA assessments. The TIED structure aligns with NYS writing task scaffolds.

Alignment Record