Clarification writing: What could I add to the NC Zoo?

Students will apply their knowledge of clarification writing and address "What Animal or Plant Would You Add to the NC Zoo." Students must research their plant or animal to determine if the zoo ecosystem could support the species. In addition, the student must provide reasons and explanations to support their choice. This is a follow-up activity to a unit of study on ecosystems/biomes.

A lesson plan for grade 5 English Language Arts

By Connie Johnson

Learn more

• North Carolina Zoo

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Related topics

• Learn more about biomes, clarification, environmental science, language arts, persuasion, science, and writing process.

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Learning outcomes

Students will:

• write a five paragraph paper that contains at least three reasons for their choice and multiple explanations of those reasons.
• write with appropriate vocabulary and grammar.
• research additional information on chosen animal or plant using the Internet and library materials.
• use peer editing.
• practice keyboarding skills.
• develop note-taking skills.

Teacher planning

Time required for lesson

12 days

Materials/resources

• Reference materials
• Paper
• Pencils
• Writing prompt
• Writing rubric

Technology resources

Internet access, computers with word-processing software, AlphaSmarts and printer

Pre-activities

This writing activity coincides with a science unit on biomes and field trip to the NC Zoo. Students should have a basic understanding of the five biomes (tundra, grasslands, desert, water, and forest). They should also know the types of living organisms that each biome can support.

Students should also have a working knowledge of word processing on a computer or AlphaSmart. In addition, students should be familiar with Internet research activities.

This should not be the students’ first attempt at writing a clarification paper. The teacher should be familiar with the research resources available in the library and on the Internet. Cooperation with the school’s librarian is key to success of this endeavor.

Students should have at least four 30-minute periods to work in computer lab and library.

Activities

Day 1

1. Begin with a review of argumentative writing. The purpose of argumentative writing is to explain why. The first paragraph should start with a hook. It should also restate the prompt and give at least three reasons for the argument. Each reason should be made into paragraph. Under each reason, students should give an explanation for their reason. In the final paragraph, students should restate their reasons and give a strong statement to end the paper.
2. Assign topic. Give to students on handout (See attachment). Discuss with students and answer any questions.
3. Review the five different biomes from science unit. List each biome horizontally across the board. Have students list a characteristic of each on a sticky note and place in the appropriate heading.
4. Brainstorm with students living organisms they could possibly choose. Write the choices on the board. Give students a deadline to choose an organism.

Day 2

1. Teach a mini-lesson how to take notes.
2. Schedule time in computer lab or library to begin research.
3. Have students decide on an organism by Day 3

Day 3

1. Model how you want the bibliography page to look. (I try to keep it simple. Normally, I ask the students to include title and author for books and magazine articles, complete web address for Internet sites, and title and volume for encyclopedias. I do not require students to put items in any specific order.)
2. Pass out various reference materials and have students write a practice bibliography.

Day 3-6

Work with students as they conduct research.

Day 7

1. Check students’ research notes.
2. Model for students the process to plan out the paper.
   
   • Choose three reasons from notes
   • Write opening paragraph
   • Use clarification flow map to organize thoughts
   • Write closing paragraph

Day 8

1. Students should begin writing their rough drafts.
2. Circulate to assist students in writing.

Day 9-10

1. Students will complete rough drafts and begin peer editing.
2. Monitor student progress and conference with those having difficulty.

Day 11-12

1. Wrap up assignment by having students word process final copy of paper.
2. Students who finish early can act as “troubleshooters” while classmates complete assignment.

Assessment

• Teacher observation (Log of research habits-- how did students work on their pass in class)
• Student work samples (research notes, rough draft, final copy, and bibliography)
• Student evaluation