Design Topic: Motivational Writing Subject(s): Writing Grade(s): 5th Designer(s): Sierra Allen

Understanding by Design
Unit Cover Page

Grade Levels: 5th

Unit Title: Motivational Writing

Topic/Subject Areas: Writing/ Motivational Writing

Key Words: informational, descriptive, explanatory, persuasive, entertainment
Designed By: Sierra Allen

Time Frame: 4 weeks

School District: Regent University

School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

This is a writing unit covering the five main motivations for writing: descriptive,
explanatory, informational, persuasive, and entertainment. One week is dedicated to
each topic (with informational and explanatory condensed into one week) and a quiz
to measure understanding at the close of each week. As they work, each student will
compile their major assignments into a portfolio for the summative assignment.
Students will understand the importance of each of the five motivations for writing
and how they are applicable to everyday life through hands-on activity. At the end of
the unit, students will use their collected portfolio to create a blog for novice writers,
reflecting on their writing and explaining the purpose of each writing.

Unit design status:

X Completed template pages stages 1, 2, 3

X Completed rubrics

Completed blueprint for each performance task

Directions to students and teacher

Materials and resources listed

x Suggested accommodations
Status:

x Suggested extensions

Initial draft (date: ___________)

Peer Reviewed

Content Reviewed

Revised draft (date: ____________)

Field Tested

Validated

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Anchored

STAGE 1 DESIRED RESULTS

Unit Title: Motivational Writing

Design Topic:
Motivational
Established
Goals
(cite specific VAWriting
SOL):

Subject(s): Writing Grade(s): 5th Designer(s): Sierra Allen

5.7 The student will write for a variety of purposes: to describe, to inform, to
entertain, to explain, and to persuade. a) Identify intended audience. b) Use a
variety of prewriting strategies. c) Organize information to convey a central idea.
d) Write a clear topic sentence focusing on the main idea. e) Write
multiparagraph compositions. f) Use precise and descriptive vocabulary to create
tone and voice. g) Vary sentence structure by using transition words. h) Revise
for clarity of content using specific vocabulary and information. i) Include
supporting details that elaborate the main idea. (VDOE, 2015)

Understandings: Students will understand that

(Provide 3 to 5)

Students will understand that clear,

specific communication is used daily to
share important ideas and affect our
society.
Students will understand that each type
of writing (to describe, to inform, to
entertain, to explain, and to persuade) has
its purpose and place in our lives.
Students will understand that the use of
supporting details, clear sentence
structure, and smooth transitions can
be the difference between confusion
and understanding in their audience, as
well as the value of pre-writing and
graphic organizers.

Essential Questions:
(Provide 3 to 5)

Why does it matter if we communicate

well to an audience?
How do we determine whether
someone is communicating effectively
or not?
What strategies can be used to
communicate to the intended
audience?
Why is it important to identify the
audience?
Why is it important to identify our
motivation for writing in the beginning?

Should we ever mix two types of

Students will understand that the
central idea is what they want everyone writing (for example, informational with
entertainment)?
to understand and take away from the
writing.

Students will know:

(Give at least 5)

The purpose of each writing type

(descriptive, informational,
entertainment, explanation, and
persuasion).
Multiple pre-writing strategies.

Students will be able to:

(List at least 5 skills)

Organize the information in their writing

(including supporting details) around one
major idea.
Practice different prewriting skills.
Revise their work for content, clarity, and

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe

specificity. 2005)

Transitional words and phrases.

Vocabulary words:

Use transitions words to help with flow and

Design Topic: Motivational Writing Subject(s): Writing Grade(s): 5th Designer(s): Sierra Allen

Performance Tasks:

STAGE 2 ASSESSMENT EVIDENCE

Other Evidence:

(Briefly describe 1 to 3 authentic assessments)

(List 3 including MC quiz)

GRASPS Students will play the role a famous

writer who is making a blog post that will help
novice writers understand the different
motivations for writing.

Homework vocabulary worksheet

Flyer - Students must create a flyer for their own

fictional product and explain all of its uses to
their classmates. A big factor in this activity will
be writing to the identified audience (classmates).
(informational)
RAFT Students must write and give a speech
from the perspective of a presidential candidate.
They must convince their classmates to vote for
them as President in the year 2044. (persuasive)
Rewrite the Ending As a class, we will read a
short story. Then, students will rewrite the ending
of the story in any way they like. However, the
ending must seem plausible (meaning, they can
have aliens show up, but they must have
supporting details to keep their audience hooked)
(entertainment)

Quiz vocabulary quiz

Prompt Students will write a short answer to the
question Should we ever mix two types of
writing (for example, informational with
entertainment)? with some examples.
Venn Diagram Students will make a Venn
Diagram that will help them understand the
differences between writing to inform and writing
to explain. (Looking for: informing is to give
facts, while explaining is to give reasoning for
facts)
Learning Buddies Student must pick a topic out
of a hat. Then, they are put with a partner and
have the goal of using as many descriptive words
as they can to get their partner to guess what their
topic is. (descriptive)

Stretch the Sentence Students are given a topic

that they are told to describe, using their five
senses and how they feel (ex. A stormy day, a
haunted house, a busy park). Then, they are told
to Stretch the Sentence but adding more
descriptive words and answering questions like
who, what, when, where, and why.
(descriptive)
Why Were You Late? Students are told to
imagine they were late to class one day. The
teacher needs a reason and the student has to
think of a crazy morning with multiple events that
caused them to be late. They will plan this out
using prewriting worksheets and then in the form
of a short story, they explain what happened to a
small group. The wackier the story, the better.
(explanation)
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Motivational Writing Subject(s): Writing Grade(s): 5th Designer(s): Sierra Allen
Student Self-Assessment and Reflection
(List at least 2)

Entry tickets (what do you remember from yesterday?) and exit tickets (3 major ideas we learned
today)
Reflective journaling about essential questions
Editing their own writing by going through a checklist of necessary components
Self-assess their G.R.A.S.P.S. before turning it in.
STAGE 3 LEARNING PLAN
Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)
1. Pre-Assessment Multiple choice quiz (T.D)
2. Introduce the Objectives Ask essential question: Why do we have to identify our motives (vocabulary) before
we write? Have a small discussion about this, which will move into the objectives. W H O
3. Lecture and GRASP Introduction- Give a short lecture (15-20 mins) talking about the main points of descriptive,
informational, and explanatory writing. I will also introduce the summative assessment (GRASP), including
rubric. (Students will be told about the portfolio they will be collecting throughout unit.) W
4. Entry ticket Students will write on a ticket one main thing they remembered from the last class. We will share
results. (Alber, 2013) E
5. Vocabulary Activity Students will work with a partner on their vocabulary word. Their job is to define it (using a
dictionary or past knowledge), use it in a sentence, and give an example that relates to the writing unit.
6. Sharing Share the answers to their vocabulary activity. Students listening will fill out the Vocabulary Chart for
study purposes. (Vocabulary Terms Blank Definitions Worksheet, 2015)
7. Homework I will assign a vocabulary worksheet for students to complete. (T.D.)
8. Review We will review homework and answer any questions students had.
9. Descriptors As a whole group, we will work on sample sentences, adding descriptive words to make the
sentence longer.
10. Stretch the Sentence Students will complete the Stretch the Sentence activity in small groups, based on their
learning level (but each student will fill out their own paper). The amount of descriptors that will be expected
varies based on their level. (1st Portfolio Assignment) T
11. Modeling I will model how we can use our 5 senses to describe a topic, with the example of toothpaste.
12. I Can Describe Popcorn whole group activity where students will each contribute to a chart that covers the five
senses, describing the topic popcorn. (Gibbons, 2013)
13. Journal Prompt Students will answer the question that ties into the essential questions: How do descriptive
words relate to communicating well? E
14. Quiz Administer a quiz that covers what we learned this week, emphasis on descriptive words. (T.D.)
15. Mad Lib Game Students will fill out a fun mad lib activity to help them think of creative words. (T.D.)
16. Learning Buddies Students will pick a topic out of a hat and try to get their partner to guess it using descriptive
words.
17. Classroom discussion Review what we learned last week. Elaborate on topic of voice, tone, and main idea,
specifically in relation to each type of writing.
18. Modeling Show student examples of informational flyers and discuss what makes them informational. We will
have a discussion about the components of informational writing or media.
19. Pick Topic Students will begin to brainstorm in small groups about what their topic may be, choosing a
company or product to base their informational flyer on. This will be a chance to bounce ideas off of each other.
20. Gathering Grid Students will fill out a Guiding Grid for their chosen topic, which is a chart will give them an
opportunity to find sources and information for their flyer. (Gathering Grid, 2015) The amount of sources
needed will vary depending on the learning level. T
21. Flyer Students will begin their flyer, time permitting. If they have completed their grid, they will start putting
together a flyer on paper. (2nd Portfolio Assignment)
22. Finish Flyer Students will begin or continue their flyer and finish it in this lesson, adding all of the information
from their grid and revise their work. R
23. Exit Ticket Reflection on what the hardest part was during the process and what they learned about
informational writing. E
24. Examples I will read some examples of explanatory writing and we will talk about what we heard. (Examples of
Explanatory Writing, 2015)
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Motivational Writing Subject(s): Writing Grade(s): 5th Designer(s): Sierra Allen
25. Think Pair Share What is one difference you see between informational and explanatory writing?
26. Why Were You Late? Students must explain why they were late to class with a wacky story. (3 rd Portfolio
Assignment)
27. Quiz Administer a quiz that covers what we learned this week, covering both explanatory and informational
writing (T.D.)
28. Venn Diagram Activity Creating a Venn Diagram covering the differences between informational and
explanatory writing.
29. Lecture I will give a lecture on persuasive and entertainment writing. I will cover some examples of each type of
writing, as well as talk about identifying and writing to the audiences. W
30. Journal prompt Answer the following two questions in journal: Why does it matter if we communicate well to an
audience? What strategies can be used to accommodate to the intended audiences? E
31. Introduce activity Explain the purpose and objectives of the Presidential Candidate Activity (for classroom
president, based on a 5th grade level). (4th Portfolio Assignment)
32. Presidential Candidate prep Students will begin to prepare their presidential speeches. They will have access
to the computer if needed or will be able to do theirs on paper.
33. Part Two of Presidential Candidate prep Students will continue to work on the Presidential speeches.
34. Peer Review Students will review one anothers speeches in pairs. They will need to give two positive
comments and two critiques. R E
35. Class Discussion Can you think of any other type of persuasive writing or media? (advertisements, articles,
some newspapers, etc.)
36. Speeches Students will begin to present their speeches to the class.
37. Quiz - Administer a quiz that covers what we learned this week, including persuasive writing and writing to a
specific audience (T.D.)
38. Presidential Speeches Students will finish any speeches that we not completed the day before.
39. Read Crow Call We will read the book as a group, taking turns reading as a group, for an example of
entertainment writing. (Lowry & Ibatoulline, 2009)
40. Discussion What did you notice was different about this type of writing? How is this writing aimed at the
audience?
41. Other Examples Read an example of poetry (Where the Sidewalk Ends), and talk about comic books and script
writing. We will also do a song with lyrics, which will connect with auditory learners. (Silverstein, 1972)
42. Invisibility Potion Students will read a creative writing prompt about what they would do with an invisibility
potion and they will write a short response. (T.D.)
43. Reintroduce GRASP Brief description of the GRASP assignment we talked about in the first week.
44. Think-Pair-Share What should blog readers know when you complete the GRASP assignment?
45. Rewrite the Ending Students will rewrite the ending of Crow Call in any way they would like, as long as it is
creative and supported with details. (5th Portfolio Assignment) E
46. Detailed explanation- Give students the detailed instructions of what they need to do for their GRASP.
47. GRASP Students will spend time working on their GRASP assignment, in which they are a famous writer
explaining the motivations for writing to novice writers. Their GRASP will use the big projects from each of their
past weeks assignments as a portfolio.
48. Homework If they did not finish their GRASP, students will take it home to work on it.
49. Journal Prompt Students will answer prompt, Should we ever mix two types of writing? E
50. Review Unit Students will fills out a self-assessment form to grade their own portfolio, which includes a
checklist made from the grading rubric and a short prompt asking them to connect each motivation of writing to
a real-world situation. R E

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Motivational Writing Subject(s): Writing Grade(s): 5th Designer(s): Sierra Allen

Stage 3 Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.
Monday
1.

6.

11.

16.

Tuesday
2.

Pre-Assessment
Introduce the
Objectives
Lecture and
Introduce GRASP
7.

Classroom
Discussion
Modeling
Pick a
Topic/Gathering
Grid

Lecture
Journal Prompt

Read Crow Call

Discussion

12.

17.

3.

Entry Ticket
Vocabulary Activity
Sharing Results
Homework

Gathering Grid
Flyer

Introduce Activity
Presidential Speeches
Prep

Other examples:
Poems/Comics/Script
s
Invisibility Potion
Prompt

Wednesday

8.

13.

18.

Thursday
4.

Review
Descriptors
Stretch the
Sentence

Finish Flyer
Exit Ticket

Part Two of
Candidate Prep
Peer Review

Think-Pair-Share
Rewrite the Ending

9.

14.

19.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

5.
Modeling
I Can Describe
Popcorn
Journal Prompt

10.

Examples
Think Pair Share
Why Were You
Late?

Class Discussion
Presidential
Speeches

Re-Introduce
GRASP
GRASP activity
Homework

Friday

15.

20.

Quiz
Mad Lib Game
Learning Buddies

Quiz
Venn Diagram

Quiz
Presidential
Speeches

Journal Prompt
Review Unit

Design Topic: Motivational Writing Subject(s): Writing Grade(s): 5th Designer(s): Sierra Allen
(Copy and Paste Your Rubric on the last page)

Rubric GRASP Activity

Activity Description: Students will play the role a famous writer who is making a blog post that will help novice writers understand the
different motivations for writing.

9-10
Proficient

6-8
Developing

0-5
Needs Improvement

Content and
Portfolio

Student included all five

motivations with a thorough
explanation. Included fitting
examples that showed a clear
understanding of each concept.

Student was missing more than

two motivations or gave
explanations/examples that
showed little to no
understanding of the content.

Images and
Headings

Student included all headings

to direct readers and organize
information. Added at least 3-5
images that were well placed
and related to the content.

Student was missing 1-2

motivations or was lacking
in thorough explanations
and examples. The student
had an adequate
understanding of each
concept.
Student was missing some
headings or did not include
images that were related to
the content.
Student made 4-6 mistakes
in grammar, spelling or
punctuation.

Student made 7 or more

mistakes in grammar, spelling
or punctuation.

Spelling,
Grammar, and
Punctuation

Student made 3 or less

mistakes in grammar, spelling
or punctuation.

Your
Score

Student included no relevant

images or headings to guide
their readers.

__/30
Comments:

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Motivational Writing Subject(s): Writing Grade(s): 5th Designer(s): Sierra Allen
Reference List
Alber, R. (2013, October 1). Exit Ticket Template. Retrieved October 12, 2015. Retrieved from http://www.birthdayideas.ga/exit-ticket/
Examples of explanatory writing. (n.d.). Retrieved October 12, 2015. Retrieved from http://www.pdst.ie/node/587
Gathering Grid. (n.d.) Retrieved October 12, 2015. Retrieved from https://ihslmc.wikispaces.com/file/view/Gathering+Grid2.doc
Gibbons, J. (2013, August 25). Teaching with Grace. Retrieved October 12, 2015. Retrieved from
http://www.teachingwithgrace.com/2013/08/5-senses-with-5-activities.html
Lowry, L., & Ibatoulline, B. (2009). Crow Call. New York: Scholastic Press.
Silverstein, S. (1974). Where the Sidewalk Ends: The poems & drawings of Shel Silverstein. New York: Harper and Row.
Vocabulary Terms Blank Definitions Worksheet. (n.d.). Retrieved October 12, 2015. Retrieved from
http://www.studenthandouts.com/Assortment-01/Graphic-Organizers/Blank-Vocabulary-List-Definitions-Sentences-Instructions.html

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)