Grade 7 English Module: Informative Essay
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
This module was designed and written with you in mind. It is here to help you master the writing of an informative essay. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The arrangement of the lessons follows the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.
The module is mainly about: Informative Essay
Essay writing brings more benefits than browsing the social networking sites. It sharpens your mind and make you more creative than hitting likes and sharing your friends’ posts. The ability to share something from your mind is a plausible act.
One of the basic types of essays that students need to learn is the informative essay. An informative essay is based on facts to educate or inform an audience on a particular topic. An informative essay is the basic type of essays and its primary goal is to educate the reader by communicating facts or proving explanation on a particular topic.
After going through this module, you are expected to:
1. define informative essay;
2. give the characteristics of informative essay; and
3. compose an informative essay.
Grade 7 English Quarter 4 Self-Learning Module: Informative Essay
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EL Education Curriculum
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- ELA 2019 G7:M2:U2:L9
Write an Informative Essay: Draft an Introduction
In this lesson, daily learning targets, ongoing assessment.
- Technology and Multimedia
Supporting English Language Learners
Materials from previous lessons, new materials, closing & assessments, you are here:.
- ELA 2019 Grade 7
- ELA 2019 G7:M2
- ELA 2019 G7:M2:U2
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Focus Standards: These are the standards the instruction addresses.
- W.7.2a, L.7.1a
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RI.7.1, RI.7.2, W.7.4, W.7.5, W.7.10, L.7.6
- I can write an introduction for my essay giving context on crime detection and epidemiology, clearly stating the focus of the piece. ( W.7.2a )
- Opening A: Entrance Ticket, Unit 2, Lesson 9 ( W.7.2a )
- Work Time A: Annotated, color-coded model informative essay introduction ( W.7.2a )
- Work Time B: Language Dive: Model Essay, Focus Statement note-catcher ( W.7.2a, L.7.1a )
- Closing and Assessment A: Introductory Paragraph of Pair Informative Essay ( W.7.2a )
| Agenda | Teaching Notes |
|---|---|
| A. Engage the Learner – (5 minutes)
A. The Painted Essay®: Sort and Color-Code the Parts of an Introduction – (15 minutes) B. Language Dive: Model Essay, Focus Statement – (10 minutes)
A . Pair Writing: Draft an Introduction – (15 minutes)
A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. | – Opening A: On an entrance ticket, students review their plans for their introductions, focusing on introducing the topic clearly and previewing what is to follow. – Work Time A: Students use the Painted Essay® structure to more closely analyze a model introduction to note how it effectively introduces the topic and previews what is to follow. – Work Time B: Students participate in a Language Dive, analyzing the meaning of the model informative essay’s focus statement. – Work Time B: Students participate in a Language Dive, analyzing the purpose of clauses in the model informative essay’s focus statement. – Closing and Assessment A: Students work in pairs to draft their introductions, introducing the topic with appropriate context and previewing what is to follow in a clear focus statement.
).
|
- Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 9 at each student's workspace.
- Prepare Organize the Model: Introduction strips (one strip per pair) for Work Time A.
- Strategically pair students for work in Opening A with at least one strong reader per pair.
- Cut apart the introduction paragraph strips, and organize them using envelopes or paperclips so that each pair will have one set.
- Review the Informative Writing checklist to become familiar what will be required of students over the remainder of the unit.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supports guided in part by CA ELD Standards 7.I.A.1, 7.I.C.10, and 7.II.C.6.
Important Points in the Lesson Itself
- To support ELLs, this lesson includes use of manipulatives to understand the key structures of an essay introduction. Also, the collaboration of writing a peer essay supports students.
- ELLs may find it challenging to generate language for writing their introduction. Encourage students to use oral processing and their home language to assist them in articulating their ideas.
- context (A)
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
- Close Readers Do These Things anchor chart (one for display; from Module 1, Unit 1, Lesson 4, Opening A)
- Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Opening A)
- Criteria of an Effective Informative Essay anchor chart (one for display; from Module 1, Unit 2, Lesson 7, Work Time B)
- Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time B)
- Model Informative Essay: "Computer Programs and Animal Behavior" (for teacher reference) (from Module 2, Unit 2, Lesson 8, Work Time A)
- Informative Writing Plan graphic organizer (example for teacher reference) (from Module 2, Unit 2, Lesson 8, Closing and Assessment A)
- Vocabulary log (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
- Model Informative Essay: “Computer Programs and Animal Behavior” (one per student and one for display; from Module 2, Unit 2, Lesson 8, Work Time A)
- Painted Essay® template (one per student and one for display; from Module 1, Unit 2, Lesson 7, Closing and Assessment A)
- Colored pencils (red, yellow, blue, light green, dark green; one of each per student)
- Informative Writing Plan graphic organizer (one per student; from Module 2, Unit 2, Lesson 8, Closing and Assessment A)
- Informative Writing Plan graphic organizer ▲
- Directions for Pair Informative Essay (one per student; from Module 2, Unit 2, Lesson 8, Work Time A)
- Patient Zero by Marilee Peters (text; one per student; from Module 2, Unit 1, Lesson 1, Work Time C)
- Homework: Read “Crime-Solving Strategies” (one per student; from Module 2, Unit 2, Lessons 6–7, Homework B)
- Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
- Entrance Ticket: Unit 2, Lesson 9 (for teacher reference)
- Organize the Model: Introduction strips (for teacher reference)
- Language Dive Guide: Model Informative Essay, Paragraph 1 (answers for teacher reference)
- Writing implement (red)
- Language Dive: Model Informative Essay, Paragraph 1 note-catcher (for teacher reference)
- Informative Writing checklist (example for teacher reference)
- Entrance Ticket: Unit 2, Lesson 9 (one per student)
- Organize the Model: Introduction strips (one strip per pair)
- Colored pencils (red, green; one of each per student)
- Language Dive: Model Informative Essay, Paragraph 1 note-catcher (one per student)
- Language Dive: Model Informative Essay, Paragraph 1 sentence chunk strips (one per pair of students)
- Informative Writing checklist (one per student and one to display)
- Lined paper (one per student)
- Online or print dictionaries (including ELL and home language dictionaries)
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
| Opening |
|---|
| . to review with students the word context (background information necessary for understanding a topic). Record on the with translations in home languages, where appropriate, and invite students to record the word in their . |
| Work Time | Levels of Support |
|---|---|
| . Tell students that each pair has been given only one part of the introduction and that later they will find the other parts to create a complete introduction. Explain that there are four parts to this introduction. Each pair needs to find pairs with the other three parts of the introduction. Then the whole group should work together to arrange all four parts of the introduction in an order that makes sense. and color-code their strips. and to underline each part of the introduction in the correct color: red for the hook and context, yellow for Point 1, blue for Point 2, and green for the focus of the piece. as necessary.
. Refer to as necessary. |
|
| ). Provide a bank of options from which students can select answers to complete the frame. These may include: ; ; . |
| Closing | Levels of Support |
|---|---|
| ▲ (as applicable), and . Also, display and distribute copies of the , and remind students that they used this same checklist in Module 1 when they wrote an informative essay. The specific characteristics may change slightly for this essay, but they will work as a class to determine these new specific characteristics. Point out the following characteristics on the checklist: I introduce the topic clearly, giving readers a preview of the piece.”
and Distribute , and invite students to work in their pairs using the Model Informative Essay, the Criteria of an Effective Informative Essay anchor chart, and the Informative Writing checklist to write an introduction. Remind students to refer to the , the academic word wall, and as needed, especially for the definitions they provide while giving context in the introduction. and the date in the final column of their Informative Writing checklist if they feel the criteria marked on their checklist have been achieved in their writing in this lesson. | into simpler language that their peers who need heavier support can understand. Rephrasing the criteria gives students comprehension and confidence with the writing expectations. to combine two clauses at least once. Oral rehearsal will strengthen their writing as will using new language structures learned in the Language Dive from Lessons 6-7. that their peers who need lighter support rephrased. Translating or rephrasing the criteria gives students comprehension and confidence with the writing expectations. |
| Homework |
|---|
| Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their . |
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An informative essay is the basic type of essays and its primary goal is to educate the reader by communicating facts or proving explanation on a particular topic. After going through this module, you are expected to: 1. define informative essay; 2. give the characteristics of informative essay; and 3. compose an informative essay.
An informative essay is the basic type of essays and its primary goal is to educate the reader by communicating facts or proving explanation on a particular topic. After going through this module, you are expected to: 1. define informative essay; 2. give the characteristics of informative essay; and. 3. compose an informative essay. Grade 7 ...
ENGLISH7-Q4-W8-MOD8 Compose an Informative Essay - Free download as PDF File (.pdf), Text File (.txt) or read online for free. This document provides guidance for students on writing an informative essay. It discusses the purpose and structure of an informative essay. The document contains sample questions to check students' existing knowledge on informative essays.
particular topic. An informative essay is the basic type of essays and its primary goal. is to educate the reader by communicating facts or proving explanation on a. particular topic. After going through this module, you are expected to: define informative essay; give the characteristics of informative essay; and; compose an informative essay.
Copyright Disclaimer: Under Section 107 of the Copyright Act 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, ...
English Grade 7 Self Learning ModulesDisclaimer: Videos, Music and other images and clip arts used in this video are not owned by the editor. Credits to the ...
#learnenglisheasily #sulongedukalidad
A. The Painted Essay®: Sort and Color-Code Evidence from the Proof Paragraphs - W.7.2b (10 minutes) B. Pairs: Draft Proof Paragraph 1 - W.7.2b (20 minutes) 3. Closing and Assessment. A. Share Best Evidence - RI.7.1 (10 minutes) 4. Homework. A. Independent Research Reading: Students read for at least 20 minutes in their independent ...
This document provides guidance for students on composing an informative essay. It includes background information on what an informative essay is, how to write one, potential topics to choose from, and an outline structure to follow. The outline includes an introduction, three body paragraphs, and a conclusion. Scoring rubrics are also provided to evaluate the essays.
A. Analyze a Model: Strong Concluding Sentences - W.7.2b (15 minutes) 3. Closing and Assessment. A. Pairs: Draft Proof Paragraph 2 - W.7.2b (25 minutes) 4. Homework. A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their ...
A. Analyze a Model - W.7.2 (20 minutes) 3. Closing and Assessment. A. Pair Practice: Plan an Informative Essay - W.7.5 (20 minutes) 4. Homework. A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
It is important for you to personally go through the process of writing an informative essay because it is always better to learn by doing. Upon completing this module, you are expected to: 1. Demonstrate an understanding of the different steps in writing an Informative essay. 2. Write a four-paragraph essay about a topic of choice. 3.
Welcome to the English 7 Alternative Delivery Mode (ADM) Module on Composing. an Informative Essay. This module was collaboratively designed, developed, and reviewed by educators. both from public and private institutions to assist you, the teacher or facilitator in. helping the learners meet the standards set by the K to 12 Curriculum while ...
Choose one of the writing techniques in informative essay and; d. Compose a short informative essay using the chosen technique. II. Subject Matter: A. Topic: Using Informative Writing Techniques B. References: English Quarter 3- Module 2A: Informative Essay (grade 10 Module) pg. 3- 11. C. Materials: Power Point Presentation, Laptop, and strips ...
B. End of Unit 2 Assessment, Part I: Write an Informative Essay: Social and Medical Epidemics (45 minutes) Review the appropriate learning target relevant to the work to be completed in this section of the lesson: "I can write an informative essay about how social scientists use epidemics to explain human behavior."
Module 8 - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. This document provides information about writing an informative essay. It begins by defining an informative essay as a type of writing intended to educate readers on a particular subject without presenting an argument. It then outlines the basic structure of an informative essay ...
Compose an Informative Essay 7 7. English - Grade 7 Alternative Delivery Mode Quarter 4 - Module 7: Compose an Informative Essay First Edition, 2020. Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the ...
DETAILED LESSON PLAN IN ENGLISH7 Content Standard: The learner demonstrates understanding of Informative Essay. Performance Standard: The learners will be able to identify the purpose of informative essay. Learning Competency: The learners will be able to compose an informative essay Learning Outcomes: I can define informative essay I can identify the different sections of an informative essay ...
B. Language Dive: Model Essay, Focus Statement - W.7.2a, L.7.1a (10 minutes) 3. Closing and Assessment. A . Pair Writing: Draft an Introduction - W.7.2a (15 minutes) 4. Homework. A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text.
English - Grade 7 Alternative Delivery Mode Fourth Quarter - Module 8: Writing Informative Essay First Edition, 2020 Republic Act ... -a-2-2). Specifically, you are expected to: 1. define informative essay; 2. identify its purpose and structure; and 3. write informative essay using illustration as guide. 1. What I Know Before starting with ...
7 English Quarter 4 - Module 7: Compose an Informative Essay i English - Grade 7 Alternative Delivery Mode Quarter 4 - Module 7: Compose an Informative Essay First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the
Compose an Informative Essay 7 7. English - Grade 7 Alternative Delivery Mode Quarter 4 - Module 7: Compose an Informative Essay First Edition, 2020. Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the ...
2 NegOr_Q4_English7_Module7_v2 Pre-assessment: Directions: Read each item carefully. Choose the letter of the correct answer based on your prior knowledge about informative essay. Write the answer in your notebook. 1. The purpose of the introduction paragraph is to. a. grab the attention of the reader b. provide background information on the topic c. establish the importance of the topic d ...