Informational Writing Introduction with Cornell notes and INB instruction slides added

Info Writing: Pre-Test (OUTPUT) Write a short definition for each: Explain Exemplify Literal Description Figurative Description Narrative Cause & Effect Comparison Contrast Allow students to complete the Pre-Test on their own in the OUTPUT side of the INB. Remaining slides will go through answers.

Prepare your notebook for Cornell notetaking on the INPUT (right) side of your notebook. If students have not yet set up their interactive notebooks (INBs), you may need to take a moment to do this: TOC – suggested first 3 pages, I-VI, front and back, Number all pages (odd on right; even on left) Glossary – suggested last 7 pages, A-Z, ½ page each, front and back

Info Writing: Take Notes EQ: How can elaborating on my ideas strengthen my writing? Allow students to copy the EQ.

Info Writing: Topic Sentence Purpose – What is the purpose of a topic sentence? introduce the paragraph topic and set the tone Requirements – What kind of information might go in a topic sentence? topic to be discussed and author’s attitude Ask students: What is the purpose of a topic sentence? (e.g., introduce the paragraph topic and set the tone) What kind of information might go in a topic sentence? (e.g., topic to be discussed and author’s attitude)

Info Writing: Explain Definition – To give more information, dig deeper, provide more specific details Explain: “That color isn’t right for you.” You look dull in beige and should wear blue like your eyes Transitions – This means that…, to clarify…, in other words… Ask students: What does it mean to explain? (e.g., to give more information, dig deeper, provide more specific details) How might you explain this idea further: “That color isn’t right for you”? (e.g., You look dull in beige and should wear blue like your eyes.) What transitions might you use between the first sentence and the explanation? (e.g., This means that…, To clarify…, To expound…, In other words…)

Info Writing: Exemplify Definition – To provide an example or situation to demonstrate an idea Exemplify: “My brother helps me out when I am in trouble.” Yesterday, for example, I missed the bus and he drove me to school Transitions – For example…, For instance…, An example of…, To exemplify… Ask students: What does it mean to exemplify? (e.g., provide an example or situation to demonstrate idea) How might you exemplify this idea: “My brother helps me out when I am in trouble”? (e.g., Yesterday, for example, I missed the bus and he drove me to school. I had a test first period, and he didn’t want me to fail.) What transitions might you use between the first sentence and the example? (e.g., For example…, For instance…, An example of…, To exemplify…) NOTE: “for example” should never start a sentence, always embed as shown in the example above.

Info Writing: Make Notes Review your notes and highlight the main idea. Confer with a partner to make sure you have the same ideas noted and highlighted: Add information as needed Change information as needed Delete information as needed Write one higher-level question in the left column of your notes. Focus on open-ended “how” and “why” questions if possible. Instruct students to work alone then with a partner to complete the three tasks (task slides usually have more text on them for clarity of instruction). Circulate and facilitate.

Info Writing: Literal Description Definition – Tell how something looks, tastes, smells, and sounds using concrete nouns, specific adjectives, and strong verbs Describe (literal): “My bedroom looks good now because I redecorated.” I purchased a black and white striped comforter and three firm, round, black pillows to toss on it. Ask students: What is a literal description? (e.g., tell how something looks, tastes, smells, and sounds using concrete nouns, specific adjectives, and strong verbs) How might you exemplify this idea: “My bedroom looks good now because I redecorated”? (e.g., I purchased a black and white striped comforter and three firm, round black pillows to toss on it.)

Info Writing: Figurative Description Definition - tell how something looks, tastes, smells, and sounds using figurative language simile, metaphor, personification, hyperbole Describe (figurative): “My bedroom looks good now because I redecorated.” My bed looks like a zebra with its black and white striped comforter Ask students: What is a figurative description? (e.g., tell how something looks, tastes, smells, and sounds using figurative language, such as simile, metaphor, personification, hyperbole, etc.) How might you exemplify this idea: “My bedroom looks good now because I redecorated”? (e.g., My bed looks like a zebra with its black and white striped comforter.)

Info Writing: Make Notes Review your notes and highlight the main ideas. Confer with a partner to make sure you have the same ideas noted and highlighted: Add information as needed Change information as needed Delete information as needed Write one or two higher-level questions in the left column of your notes. Focus on open-ended “how” and “why” questions if possible. Instruct students to work alone then with a partner to complete the three tasks (task slides usually have more text on them for clarity of instruction). Circulate and facilitate.

Info Writing: Narrative Definition - relate a personal experience to show what you mean Narrative Strategies show vs. tell, literal and figurative description, dialogue, mood, tension Limit to 5 sentences or less First-Person Point of View Personal experiences – YES Opinions – NO Societal groups – NO Ask students: What is a narrative? (e.g., relate a personal experience to show what you mean) What kinds of strategies do we see in narratives/stories? (e.g., show vs. tell, literal and figurative description, dialogue, mood, tension) Read the following example: “Grandpa Tom has a great sense of humor. One time when I was visiting his grocery store, I watched him cut up chickens. He gave me a chicken head and told me that if I planted it in the garden and didn’t disturb it for three weeks, I’d have a chicken bush. I took the chicken head home and buried it; but, after only three days, my curiosity overcame me and I dug it up. When I told Grandpa Tom that nothing was growing, he said it was too bad because it would only work once; he knew I couldn’t wait three days without looking!” Limit narratives to 5 sentences or less. First-person point of view okay to use for personal experiences, not for “I think” or “in my opinion” or “we Americans” or “us teenagers.”

Info Writing: Cause & Effect Definition - giving the reasons an event happened or the results of the event Cause-Effect: Grandpa Tom Because Grandpa Tom had such a great sense of humor, he always made us laugh. Transitions - Because_____happened…, As a result of________... Ask students: What does cause-effect mean? (e.g., giving the reasons an event happened or the results of the event) How might you show cause and/or effect using what you know about Grandpa Tom from the narrative? (e.g., Because Grandpa Tom had such a great sense of humor, he always made us laugh.) What transitions might you use to convey cause-effect? (e.g., Because_____happened…, As a result of________...)

Info Writing: Comparison & Contrast Compare - giving similarities between two or more things Contrast - giving differences between two or more things Compare or Contrast: Grandpa Tom Grandpa Tom had a wonderful sense of humor in contrast to grouchy Grandma Susie Transitions - In contrast to…, This contrasts…, On the other hand…, In comparison to…, Similar to… Ask students: What is a comparison? (e.g., giving similarities between two or more things) What is a contrast? (e.g., giving differences between two or more things) How might you show a comparison or a contrast using what you know about Grandpa Tom from the narrative? (e.g., Grandpa Tom had a wonderful sense of humor in contrast to grouchy Grandma Susie.) What transitions might you use to convey comparison or contrast? (e.g., In contrast to…, This contrasts…, On the other hand…, In comparison to…, Similar to…)

Info Writing: Others’ Experiences Definition - giving specifics through other people’s words Others’ Experiences: Grandpa Tom My father once told me that he enjoyed Grandpa’s jokes and laughter. Ask students: What does others’ experiences mean? (e.g., giving specifics through other people’s words) Other than the author, who might have an experience with Grandpa Tom and what might they have told the author that s/he could use? (e.g., My father once told me that he enjoyed Grandpa’s jokes and laughter.)

Info Writing: Make Notes Review your notes and highlight the main ideas. Confer with a partner to make sure you have the same ideas noted and highlighted: Add information as needed Change information as needed Delete information as needed Write higher-level questions in the left column of your notes. Focus on open-ended “how” and “why” questions if possible. Instruct students to work alone then with a partner to complete the three tasks (task slides usually have more text on them for clarity of instruction). Circulate and facilitate.

Info Writing: Red Bow Conclusion Requirements - What kind of information might go in a conclusion sentence? topic and main ideas/major details Ask students: What kind of information might go in a conclusion sentence? (e.g., topic and main ideas/major details) With a partner, write a conclusion sentence for this paragraph: “One would be hard pressed to find anyone who hasn't heard that fruit is the perfect snack for children and adults alike. People often choose fruit, versus other sugary snacks, to eat because it provides various vitamins that the human body needs. An important vitamin found in many fruits, such as berries and citrus fruits, is vitamin C, which is instrumental in fighting off illness. In addition to vitamins that keep humans physically healthy, some fruits, like bananas, also provide nutritional sustenance for emotional well-being because they are packed with various stress-fighting vitamins and minerals. Another reason that fruit makes the perfect snack is the fact that there is little preparation needed to eat it. Most fruits can be eaten raw and without any utensils. This means they are easy to pack into school lunches, take to work, or grab on the go and eat on route to one's destination. (e.g., It is easy to see why, when looking for a quick and healthy snack to eat, people would naturally think about fruit.)

Info Writing: Reflect on Notes Summarize your notes at the bottom of your INPUT page if you have room or on a sticky note if you don’t have room: Topic sentence = answer the EQ Developing sentences = answer HOT?s Closing sentence = wrap up summary with one final statement – can be a concluding idea, an opinion, or a call (yourself) to action Instruct students to work alone to write the summary. Circulate and facilitate.

Info Writing: Assessment PROMPT: Who are you? Write a paragraph in which you explain your personality to someone who has never met you. PAC the Prompt at the top of your paper. Use EELFNCCO strategies to introduce, develop, and organize your paragraph. Don’t forget the Red Bow Conclusion!  This should be written on a loose-leaf sheet of paper and submitted for scoring. Students can glue graded work into their notebooks or put it under the English tab, per your preference.