SUGGESTED TIME:
1 class period to introduce the assignment and for students to begin research; the informative text can be written as homework
RELATED SUBJECT:
English Language Arts
LEARNING OUTCOMES:
- Write an informative text that examines the topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content
REQUIRED MATERIALS:
- Prohuman Grade 8 Unit 8 Worksheet 3: Writing an Informative Text
ELA COMMON CORE STANDARDS MET
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and
analysis of relevant content.
CCSS.ELA-Literacy.W.8.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories; include formatting
(e.g., headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
CCSS.ELA-Literacy.W.8.2.B
Develop the topic with relevant, well-chosen facts, definitions, concrete
details, quotations, or other information and examples.
CCSS.ELA-Literacy.W.8.2.C
Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
CCSS.ELA-Literacy.W.8.2.D
Use precise language and domain-specific vocabulary to inform about or
explain the topic.
CCSS.ELA-Literacy.W.8.2.E
Establish and maintain a formal style.
CCSS.ELA-Literacy.W.8.2.F
Provide a concluding statement or section that follows from and supports
the information or explanation presented.
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience
Conduct short research projects to answer a question (including a
self-generated question), drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of
exploration.
Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET
Intellectual Character A2
Identify individuals, fiction and real, past and present, who exemplify
the different intellectual character strengths in a concrete and
compelling manner
Intellectual Character A3
Recognize and understand why the intellectual character strengths are not
innate (something you are born with) but can be developed with practice
and support
Intellectual Character A4
Understand what it means to be an “active listener” (e.g., intellectual humility)
Intellectual Character B2
Practice and receive feedback on the ability to be an “active listener”
Demonstrate respect for other people’s opinions and perspectives
Practice “perspective taking” as a strategy to strengthen your acceptance of others
Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants
Interpersonal/ Relationship Skills A1
Recognize and monitor how your facial expressions, body language, and tone impact your interactions with others
Interpersonal/ Relationship Skills A5Social-Awareness A3
Understand and practice positive collaboration and cooperation skills (e.g., teamwork)
Responsible and Ethical Decision-Making A3
Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience
LESSON PROCEDURE
- In an interview with Daryl Davis we read in the previous lesson, he said, “We human beings all want the same things. We want to be respected. We want to be loved. We want to be heard.”
- It is important to listen to others who have different perspectives. For this assignment, you will interview someone with a different perspective from you on a political, social, or economic issue. You could also interview someone from a different faith tradition.
- Have a respectful conversation with the person and ask what they believe and why. Your task is not to debate or argue with the person, but to understand why they believe what they do.
- Then you will write an informative text about the process of interviewing this person. Be sure to cover:
- The topic(s) discussed
- What they believe
- The reasons they give for their beliefs
- What you learned from doing this interview
- The grading criteria can be found on the worksheet.
- Students’ informative texts will be shared with three classmates for peer review.
GRADE 8 UNIT 7 WORKSHEET 3: WRITING AN INFORMATIVE TEXT
Prompt:
- In an interview with Daryl Davis we read in the previous lesson, he said, “We human beings all want the same things. We want to be respected. We want to be loved. We want to be heard.”
- It is important to listen to others who have different perspectives. For this assignment, you will interview someone with a different perspective from you on a political, social, or economic issue. You could also interview someone from a different faith tradition.
- Have a respectful conversation with the person and ask what they believe and why. Your task is not to debate or argue with the person, but to understand why they believe what they do.
- Then you will write an informative text about the process of interviewing this person. Be sure to cover:
- The topic(s) discussed
- What they believe
- The reasons they give for their beliefs
- What you learned from doing this interview
Note: Your text will be shared with three classmates for peer review.
-
The informative texts will be graded on the following criteria:
-
Meets the length requirement of at least 2-3 pages.
-
Examines a topic and conveys ideas, concepts, and information through the selection, organization, and analysis of relevant content.
-
Introduces a topic clearly, previewing what is to follow.
-
Organizes ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect.
-
Includes formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
-
Develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
-
Uses appropriate transitions to create cohesion and clarifies the relationships among ideas and concepts.
-
Uses precise language and domain-specific vocabulary to inform about or explain the topic.
-
Establishes and maintains a formal style.
- Provides a concluding statement or section.
- Demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
Prohuman K-12 Curriculum © 2025 by Prohuman Foundation is licensed under CC BY-NC 4.0.
To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/
