FoundationUnit Informative Informative Writing High School • Teacher Edition • CCSS FoundationUnit Informative Informative Writing High School • Teacher Edition • CCSS WritingWriting Use this Online Resources Packet only Unit Unit Unit Unit High School • Teacher Edition • CCSS High School • Teacher Edition • CCSS with the CCSS Edition of the: Foundation Unit Informative Writing High School ISBN: 978-1-40261-256-5 ISBN 978-5-90801-649-0 Pearson Washington, DC Foundation Foundation 800.221.3641 202.783.3672 fax www.pearson.com ISBN: 978-1-40261-256-5 Pearson Washington, DC Foundation InformativeFoundation Writing 800.221.3641 202.783.3672 fax www.pearson.com ONLINE RESOURCES PACKET FoundationUnit High School Copyright © 2013 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce these pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Pearson Curriculum Group Rights & Permissions, One Lake Street, Upper Saddle River, New Jersey 07458. ISBN: 978-5-90801-651-3 Resources Informative Writing PRE-ASSESSMENT Writing an Informative/Explanatory Essay Scoring Guide LESSONS Lesson 1: Setting Up a Writer’s Notebook Lesson 6: “Rattled”: Final Paragraph Pondering Possibilities Lesson 7: Hearing Images “Democracy” Democracy: Dictionary Definition E.B. White’s Sentence Frames Friendship: Notes Friendship: A Mimicry of White’s Essay Lesson 8: Grice: On Death Lesson 10: What Is Spam? (food) Lesson 11 All Over But the Shoutin’ Excerpt “Your Trusted Friends” Trading Places Lesson 12: Questioning Introduction to Wikipedia Lesson 14: Classroom Conversation Gathering Your Thoughts Lesson 15: Evaluating and Citing Resources Article Format Lesson 16: Writing a Draft Resources Informative Writing Lesson 17: Notes about Sammy’s Sammy’s: Subtopic 5 Great Introductions Distinctive Characteristics Background Information Introductions That Provide Definitions of Purpose Definition of Purpose Lesson 19: Terms of Informative Writing Lesson 20: “Wikipedia: Five Pillars” “Wikipedia: Wikipedia in Eight Words” Lesson 21: Developing Leads “Democracy” Excerpt All Over But the Shoutin’ Excerpt “Gettysburg Address” Lesson 22: Signal Words Sammy’s: Subtopic 1 Sammy’s: Subtopic 2 Creating Transitions Lesson 23: “Rattled” Excerpt Lesson 24: Guide for Response Groups What to Do When Revising Lesson 25: Frequently Asked Questions Lesson 26: What To Do When Editing “Sammy’s” Excerpt Quick Editing POST-ASSESSMENT Writing an Informative/Explanatory Essay Scoring Guide Pre-Assessment • 1/3 Writing an Informative/Explanatory Essay Directions Read the following article and prompt carefully. As you read, make notes about your initial responses, questions, and insights. Use your notes to write a well-organized essay. Prompt A publishing company’s editors are asking high school students to write articles about topics that teens need to know about. They plan to publish a book for junior high school students. This book will have sections that focus on such topics as how to succeed in school, dating, how to get a job, how to balance studying, work, and social life, etc. One section will focus on the topic of friendship. This is an important section, and the editors know that friendship is essential to success during high school. They would like you to write an article for this section, focusing on an aspect of friendship, such as • how to be a good friend, • how to make friends, • how to make a good friend, • what to look for in a friend, • the best friend you have ever had, or • any other approach that might be of interest. Write an article about friendship. The editors are looking for articles that • would be of interest and value to young teens; • provide interesting details about how and why friendship is important; • draw information from a range of sources, including the article, “With a Little Help from Our Friends;” and • clearly, concisely provide interesting, useful information. Informative Writing © Pearson Education, Inc., or its affiliates. All Rights Reserved. Pre-Assessment • 2/3 Writing an Informative/Explanatory Essay (continued) With a Little Help from Our Friends According to 20th-century psychologist Erik Erikson, humans develop their identities— their conscious sense of themselves—throughout their lifetimes. Erikson believed that psychosocial development proceeds through eight stages that span from early childhood through old age. Each stage, he said, poses a conflict, and that conflict forces humans to make decisions about who they are and how they want to live. The first four stages occur during childhood, and the last three during adulthood. At each stage, Erikson said, people re-define themselves. One of the most important stages, Stage Five, occurs during adolescence. At this stage, the conflict centers around self-identity, as bodies grow and change almost as rapidly as relationships. The child turns into an adult, and family life is replaced with social life. Adolescents become more independent, and they must figure out how the world functions outside the familiar parameters of home and family. Before Stage Five, children learn their roles from their families. Patterns among parents, siblings, and extended family define who and what they are: the oldest son may be treated quite differently from the twin, for example, and ideas about how men and women interact are derived from watching parents. During childhood, friendships are often based on proximity: friends live in their neighborhoods, go to the same schools, take part in the same activities, have parents who spend time together. In early adolescence, however, the process for selecting friends changes radically. Beginning in middle school, friends are chosen because of their personalities, common interests, values, and social status. Teens begin to divide their social connections among acquaintances and friends, and initially, in early adolescence, those who are regarded as “friends” are similar to themselves. The early part of Stage Five is when cliques are formed. At this point in their lives, teens define themselves by surrounding themselves with what they hope are mirror images … only better. Their friends need to share their values, opinions, and styles and, more importantly, they need to model the best in what the teen wants to be. Early adolescence is such a time of physical and emotional change that young teens tend to see peers as either good or bad. No one is in-between … especially themselves. This is a time when most teens feel that all eyes are on them, waiting to find their flaws. Through friends, teens learn about social standing and power—who’s in, who’s out, how to lead and how to follow, what’s fair and what’s not. They learn that different people and different situations call for a wide range of behaviors, and over time, teens come to understand the viewpoints of people who are not from the same background, the same family, or experiences. Informative Writing © Pearson Education, Inc., or its affiliates. All Rights Reserved. Pre-Assessment • 3/3 Writing an Informative/Explanatory Essay (continued) As teens get older and more comfortable in the bigger world, their need for “mirror friends,” and for control and constant validation diminishes. Friendships change—and, often, friends change as well. As they mature, teens learn about the necessary gives and takes demanded by an ever-widening set of social interactions. They learn how to set up rules, how to listen to things both spoken and unspoken, how to weigh alternatives, and how to make decisions when faced with dilemmas. They experience fear, anger, aggression, and rejection. They learn how to win, how to lose, what’s appropriate, what’s not. Throughout adolescence, friends serve as a bridge between the predictability of family and the myriad of demands and opportunities of the outside world. Friends provide opportunities to see the world in new ways. Since they come from different families, friends offer each other chances explore possible roles, weigh alternative ways of being and doing things, and learn to accept differences. Through friends, teens also learn to develop empathy for the plight of others. They learn social skills—the give and take and compromise necessary for adult relationships. They learn to understand and consider the needs of a myriad of others, and they learn to balance these needs with their own. During adolescence, friends need friends who are respectful, trustworthy, and, above all, good listeners. Teens often need to talk about their experiences and challenges, and they need friends who will celebrate their increasing insight and independence while being open to new ideas and possibilities. For teenagers, good friends can be like a personal support group. Good friends often replace parents because good friends share common experiences. They can share information about physical changes, social roles and rules, music, clothing, appearance, and other factors of adolescent life that parents just don’t understand. To have friends, one must be a friend, listening and watching to offer solace and support, challenge and protection. Friends acknowledge difficulty and listen deeply. Friends must be good listeners and be encouraging, but, as the teen matures, friends must also be honest enough to talk about conflicts, respect differences, and apologize when appropriate. These behaviors are difficult for many, especially those who are grappling with issues of their own. At all stages of life, friends are reciprocal relationships that foster growth, exploration, flexibility, and, hopefully, fun. They are especially important during adolescence. According to Erikson, having friends and learning to be a friend are the essential conflicts of adolescent life.