1. Research-Based Information Writing
Information writing takes its shape from the topic that is being studied and being taught to others.
Session 1

2. Information Writing:
Is usually taught by having students choose to write about topics on which they have expertise, such as skateboarding, robotics, or music.
But we are going to learn how to conduct research on topics that must be investigated further.
During the next month, I want you to begin to think and research like journalists.

3. Researching “Teen Activists”
During this unit, you will be researching and writing about teenagers who are making a difference in this world. By doing this, I believe some of you have the potential to make a difference through your WRITING!

4. Information Writing:
During the last 60 seconds, 571 websites were created. That means during this class, nearly 30,000 websites will be launched.
Over the course of this unit, many of you will have decided to write your own website—joining the ranks of over five million teenagers who write and maintain websites.

5. Information Writing
Today I want to teach you that when you study a topic as a writer, you learn with pen in hand, not only taking in information, but also putting out responses to the information. The rhythm becomes like breathing: breathe in and breathe out; study and write, study and write.

6. Starting an Inquiry
Typically, when you decide to research a topic, you know a little about that topic.
You actually already know a bit about teen activism because you know about adult activists.
View the photo on the next slide and write about what you know about activism on a page in your Writer’s Notebook labeled “Teen Activism.”

8. Video of a Teen Activist
We are about to watch a video of a young lady named Malala Yousafzai.
Turn to a fresh page in your Writer’s Notebook.
As you watch the video, jot down as many notes as you can about Malala and the events and facts of her life.
Think: “The important thing is…”

9. Power-Learning and Note-Taking Anchor Chart for Writer’s NB
Write fast!
Record important facts (exact names, places, numbers)
Capture quotes and, if possible, the context in which they were said.
Note what is said and what you see.
Record your ideas as well as information.
Now, let’s watch again and add to your notes:

10. Additional Video: One more clip about Malala:

11. Writing with a Focus
Write silently for 5-7 minutes about your thoughts on the second Malala video, the one with Jon Stewart.
Turn and talk to a partner.
First, focus only on Malala.
Now include Jon Stewart in your discussion.

12. Another Teen Activist:
Here’s a fast-paced video clip about Alex Lin, a boy who organized his friends to join in an effort to recycle electronics:

13. Conducting Research I want you to begin researching teen activists.
Look over the starter packet I’m going to give you.
Tomorrow you will use the links from the packet or from your own research and read about at least 3 different teen activists.
Focus your research on an area that interests you.
Tell a partner now what topic you plan to research.

14. Reading for a Wide View of a Topic
Before writers write about any subject, they first take in a broad cross section of information about that topic, making sure to read different kinds of materials from different kinds of sources. Writers write to explore the topic, often asking themselves these focusing questions: “What patterns do I notice? What are the important things to say about this overall topic?”
Session 2

15. Questions that Writers of Profiles Ask of Their Subjects
People who write what are called profiles of people, which is another term for written portraits, suggest that there are a few questions that are especially important to ask of any person you are studying.
What is especially significant or compelling about the person? What is his or her legacy or contribution?
What is surprising about the person? Any oddities?
What story, anecdote, scene captures the person?

16. The Flaws of a Narrow Focus:
If you study only one part of a topic, you will not be able to reach a solid conclusion.
Consider the parable of the blind men and the elephant:

17. The Lesson of the Parable
As information writers, as you get set to write about a topic, always try to make sure you get lots of different points of view, lots of different sources and kinds of reports so that you can see the whole “elephant”—the big picture. Then, using a pen to think, you can write about the patterns you see about the whole topic.

18. Power-Learning and Note-Taking Anchor Chart (add to the previous one)
Write fast!
Record important facts (exact names, places, numbers)
Capture quotes and, if possible, the context in which they were said.
Note what is said and what you see.
Record your ideas as well as information.
Pause early to organize information (use boxes and bullets, charts).
Use thought prompts.
Ask yourself questions: What ideas are shared by many? What are the debates?

19. Continuing Your Research
Writers, let me remind you that researching a topic means more than just reading. It means doing some writing, too. I know you need to read lots of sources to get that big-picture view of the topic, but it’s key to make sense of that information. If you are starting to imagine how an essay on teen activism might go, you may want to jot possible boxes and bullets. In any case, read with pen in hand ready to jot.
Take notes in a way that you can teach a classmate what you’ve learned. You will share your notes later in class today.

20. Dual Learning: Note-Taking and Teen Activism
No talking for the next few minutes!
In absolute silence, pass your notes to your right.
Study your classmates’ notes. What did he or she do that you could try? No talking, just quiet studying.
Pass the notes right again, and again study the new set of notes you are holding.
Return the notes and talk among yourselves. What did you notice?

21. Power-Learning and Note-Taking Anchor Chart (add to the previous one)
Write fast!
Record important facts (exact names, places, numbers)
Capture quotes and, if possible, the context in which they were said.
Note what is said and what you see.
Record your ideas as well as information.
Pause early to organize information (use boxes and bullets, charts).
Use thought prompts.
Ask yourself questions: What ideas are shared by many? What are the debates?
Think, “What big things might I teach others about this topic?”
Get specific examples or other evidence to support the big ideas.
Connect new ideas and insights to overall topic or other big ideas.

22. Preparing to Write
When writers want to become expert on a topic, they read, trying to build a mental model of the whole topic. This means that if they read about one example or one part of the topic, they think, “How does this go with what I know about the whole topic?”
Session 3

23. Power-Learning and Note-Taking Anchor Chart (add to the previous one)
Write fast!
Record important facts (exact names, places, numbers)
Capture quotes and, if possible, the context in which they were said.
Note what is said and what you see.
Record your ideas as well as information.
Pause early to organize information (use boxes and bullets, charts).
Use thought prompts.
Ask yourself questions: What ideas are shared by many? What are the debates?
Think, “What big things might I teach others about this topic?”
Get specific examples or other evidence to support the big ideas.
Connect new ideas and insights to overall topic or other big ideas.
Freewrite about the topic, trying to grow insights, then see if the insights are applicable or true to the topic as a whole, or just to the one case in point.

24. Ascertaining Broader Principles
As you continue studying teen activists, think about what is true of one activist, a behavior for example, then decide if that is also true of another teen activist. If you begin to notice that a particular behavior exists among several activists, you might be able to draw the conclusion that it would be applicable to many or all teen activists. This should help you grow the BIG PICTURE.

25. Testing Your Theories Find an overall idea about teen activists.
Here are some ideas:
Teen activists change themselves
Teen activism begins with a single moment of inspiration
Teen activism begins in different ways
Teen activism often begins because of repeated personal experiences with the issue
Teen activists work in different ways
Teen activism often involves a group of people working together to do something good
Teen activists…..

26. Decide on an Essay Plan Use a boxes-and-bullets plan like this:
Teen activists get support in different ways
Some teen activists get support from adults
Some teen activists get support from other kids
A few teen activists rely only on themselves for support

27. Making a Plan for an Informational Essay
If you’ve noticed one way (teens overcome obstacles or change people), what might be another way?
If you found one cause or reason (for teen activism), what might be another cause or reason?
If you found one effect (that teen activism created), what might be another effect?
If you found one source of support (for teen activists), what might be another source of support?
If you found one trait (of teen activists), what might be another?

28. Using Prior Knowledge to Flash-Draft Essays
Writers often write an entire essay in a flash. To do this, it usually is important to settle on a structure, on a plan, beforehand. Writers can turn a boxes-and-bullets outline into fleshed-out paragraphs in short order.
Session 4

29. Pointers for Your Writing:
Write in paragraphs
Cite examples from the text, quoting parts of the text.
Be sure to give several pieces of evidence for a point.
Once you include evidence, reflect about the ways that evidence supports your point.

30. Ways to Cite Evidence
For example, the text (or author or activist) says, “…
For example, according to the text (the activist) “…
For example, readers learn that “…
For example, research shows that “…
(So and so) claims, “…
(So and so) writes, “…
(So and so) describes this, saying, “…
One thing to note is that (this was done in such and such a way.)
Researchers learn that “…
Researchers show that “…

31. Flash-drafting
Flash-draft once, using the information from your initial research.
Continue research, filling in the holes you realize you left after your first flash-draft.
Flash-draft again. This flash-draft will need to be on notebook paper because at least one other student will read and evaluate it.
Be sure to include your newer research in flash-draft #2, and CITE your sources!

32. Self-Assessment
Using the Information Writing Checklist, read over your flash-draft and evaluate your writing.
Consider how much and what kind of research you are lacking.
In your Writer’s Notebook, make a list of subtopics that you need to research further to write a more effective essay.

33. Partner Feedback Swap essays with a partner and study his or her work.
Skipped in 2017
Swap essays with a partner and study his or her work.
Look for two things:
Moves he/she used that you could try
Things you could help your partner fix
In your partnership, 1s are the youngest, 2s are the oldest
1s go first—tell your partner what you liked that you will use and what suggestions you have
Now 2s do the same thing 1s did…