Students analyze and annotate a mentor informational essay in order to identify the function of each sentence

Students practice crafting thesis statements in response to various prompts for an informational essay (no provided sources)

Students brainstorm evidence for an informational essay

Students organize related evidence into categories that support the thesis of an informational essay

Students outline the first body paragraph of their informational essay, making sure to include a topic sentence, at least two pieces of evidence, and explanations for how each piece of evidence proves the topic sentence. Additionally, students check in on their progress toward their individual writing goals.

Students outline the remaining body paragraph(s) of their informational essay, making sure to include a topic sentence, at least two pieces of evidence, and explanations for how each piece of evidence proves the topic sentence in each outline. Additionally, students check in on their progress toward their individual writing goals.

Students outline the introduction of their informational essay, making sure to include a strong hook, a thesis statement, and a preview of the body paragraphs. Additionally, students will check in on their progress toward their individual writing goals.

Students outline the conclusion of their informational essay, making sure to restate the thesis, summarize the body paragraphs, and include a call to thought or action. Additionally, students will check in on their progress toward their individual writing goals.

Students draft the introduction of their informational essay by turning the notes in their outline into complete sentences linked by transitions

Students draft their first body paragraph, making sure to (1) include at least two pieces of evidence, (2) connect each piece of evidence back to the claim with analysis, and (3) use transitions between sentences

Students draft their second body paragraph, making sure to (1) include at least two pieces of evidence, (2) connect each piece of evidence back to the claim with analysis, and (3) use transitions between sentences

Students revise the first two body paragraphs of their informational essay in response to whole-class feedback from the teacher

Students draft any remaining body paragraphs, making sure to (1) include at least two pieces of evidence, (2) connect each piece of evidence back to the claim with analysis, and (3) use transitions between sentences

Students draft the conclusion of their informational essay by turning the notes in their outline into complete sentences linked by transitions

Students revise their informational essay in response to individualized feedback from their teacher

Students edit their informational essay in response to whole-class feedback from the teacher