Writing to inform or explain
Introducing a topic clearly, organizing facts and definitions into logical, well developed sections with strong transitions, and writing a conclusion that follows from the information presented
About four lessons of 45 to 55 minutes, spread across drafting and revising
Informing is not just listing facts, it is organizing them so someone learns something
Anyone can list ten random facts about a topic. Informative writing is harder and more useful: it selects only the facts that matter, groups them into a logical order, and uses transitions so a reader can follow how one idea connects to the next, ending with a conclusion that actually follows from what was explained.
The core structure barely changes across Grades 6 to 8, what changes is precision: Grade 6 asks for a clear structure, Grade 7 adds transitions that create real cohesion, and Grade 8 asks you to organize information into broader categories with strong internal cohesion, thinking like an editor, not just a list-maker.
- Sorting facts into folders before writinggrouping related facts into categories before drafting, rather than writing them in the order they were found
- A transition as a bridgewords like however, in addition, and as a result carry the reader from one idea to the next without a jolt
- A magazine explainer articleselects only the most relevant, well chosen facts, rather than everything the writer could find
- A conclusion that landsa strong ending refers back to the specific facts explained, not a generic closing line
What students will be able to do
Students will select relevant facts and information on a topic, organize them into logical categories or sections, connect those sections with clear transitions, and write an introduction and a conclusion that frame and follow from the information presented, with the precision expected of their grade level.
- I can select facts that are relevant to my topic and leave out ones that are not.
- I can organize my facts into logical categories or sections before I start drafting.
- I can use transitions that show how one idea connects to the next, not just list ideas one after another.
- I can write a conclusion that follows from the information I actually presented, not a generic wrap-up sentence.
Standards this unit teaches
- W.6.2Common Core (US)Write to inform or explain (Grade 6)
Write an informative or explanatory piece that examines a topic and conveys ideas through the selection, organization, and analysis of relevant content, with a clear introduction, well organized body, and a concluding statement.
- W.7.2Common Core (US)Write to inform or explain (Grade 7)
Write an informative or explanatory piece that examines a topic and conveys ideas, using relevant facts and clear organization, with transitions that create cohesion between ideas.
- W.8.2Common Core (US)Write to inform or explain (Grade 8)
Write an informative or explanatory piece that examines a topic with well chosen, relevant facts and precise language, organizing ideas, concepts, and information into broader categories with strong internal cohesion.
Prior knowledge
This unit builds on skills students should already have met. Revisit any that are shaky first.
- Writing an opinion piece (Grade 4)structuring a piece around a clear point with supporting reasons carries over directly to structuring one around clear information
- Building a paragraph (Grade 3)the topic-sentence-plus-details structure is the building block each section of this unit's writing uses
- Text Type and Purpose worksheetspractice distinguishing an informative piece from narrative, persuasive, or procedural writing
- All writing worksheetsmore organization and structure practice
Words to teach and display
- Informative or explanatory writing
- writing that examines a topic and conveys information, as opposed to writing that tells a story or argues an opinion
- Relevant fact
- a fact that directly supports understanding of the topic, as opposed to an interesting but unrelated detail
- Cohesion
- how clearly and smoothly ideas connect to each other across sentences and sections
- Transition
- a word or phrase (however, in addition, as a result) that shows the relationship between one idea and the next
- Broader category
- a grouping that several related, more specific facts can be organized under
Teach it: model, guided practice, independent
The lesson moves from a teacher model breaking down what makes an informative piece work, to guided practice organizing facts into logical sections together, to students planning and drafting their own informative piece independently. Every example uses real facts a student could actually verify, so the writing skill is practiced on genuine content, not filler.
1. Selecting relevant facts, not just any facts
Model looking at a list of possible facts about a topic and sorting them into 'relevant, keep' and 'interesting but off topic, cut'.
Teach the test: does this fact help a reader understand the specific topic I stated, or is it just a fact that happens to be true about something related?
Model this with a real example: an informative piece about the urban heat island effect could mention that a fact about it explains a cause, but a fact about an unrelated weather record, even if interesting, does not belong.
Sort these three facts for a piece on the urban heat island effect: (A) paved surfaces absorb and slowly release heat, (B) some cities have painted rooftops white to reflect sunlight, (C) the hottest temperature ever recorded on Earth was in Death Valley.
- Check fact A: it directly explains the cause of the heat island effect, relevant.
- Check fact B: it directly describes a real response to the heat island effect, relevant.
- Check fact C: it is about extreme heat generally, but does not connect to the specific cause or solution being explained, off topic.
Answer: Facts A and B are relevant and should be kept, since both directly explain the cause or a real response to the urban heat island effect. Fact C, while true and about heat, does not connect to this specific topic and should be cut.
- What question should you ask to test whether a fact is relevant?
- Why might a true, interesting fact still not belong in a specific informative piece?
2. Organizing facts into logical categories
Model grouping a pile of relevant facts into a small number of categories before drafting, rather than writing them in whatever order they were found.
For Grade 8 in particular, push beyond simple grouping to broader categories: instead of five small, separate groups, can two or three be combined under one bigger, more useful heading?
Group these facts about mycorrhizal networks into logical categories: trees share sugar through fungal threads; a researcher named Suzanne Simard proved this with radioactive carbon; some forestry programs now leave mother trees standing; trees send warning signals about insect attacks.
- Group facts about what the network does: sharing sugar, and sending warning signals, both belong under 'what the network does'.
- Group facts about how we know: the Simard experiment belongs under 'how scientists discovered this'.
- Group facts about consequences: leaving mother trees standing belongs under 'how this changed forestry practice'.
Answer: Three broader categories: (1) what the fungal network does (sharing sugar, sending warning signals), (2) how scientists discovered it (Simard's radioactive carbon experiment), (3) how the discovery has changed practice (leaving mother trees standing). Organizing into three sections, not four separate, unordered facts, gives the piece real structure.
- Why is grouping facts before drafting more effective than writing them in the order you found them?
- How can two smaller categories sometimes be combined into one broader, more useful one?
3. Transitions that create real cohesion
Model adding transitions between sections and sentences so the connections between ideas are stated, not left for the reader to guess.
Give students a transition bank sorted by job: adding (in addition, furthermore), contrasting (however, on the other hand), showing cause and effect (as a result, because of this), and sequencing (first, next, finally). Match the transition to the actual relationship between the two ideas, do not pick one at random.
Add a transition that fits the relationship between these two sentences: 'Paved surfaces absorb and slowly release heat. Some cities have painted rooftops white to reflect more sunlight.'
- Identify the relationship: the second sentence describes a response to the problem described in the first, a cause-and-response relationship.
- Choose a transition that signals response or contrast in approach, such as 'in response' or 'to address this'.
- Insert it at the start of the second sentence.
Answer: Paved surfaces absorb and slowly release heat. In response, some cities have painted rooftops white to reflect more sunlight. (The transition explicitly signals that the second sentence is a reaction to the first, creating real cohesion rather than two facts sitting side by side.)
- Why does picking a transition at random, without checking the relationship between ideas, weaken a piece?
- Name one transition you would use to show a cause-and-effect relationship, and one to show a contrast.
4. A conclusion that follows from the information
Model writing a conclusion that specifically reflects the facts and categories presented, rather than a generic closing sentence that could apply to any topic.
Teach the test: could this exact conclusion sentence be pasted onto a completely different informative piece without anyone noticing? If yes, it is too generic and needs to reference the actual content presented.
Which conclusion is stronger for a piece on urban heat islands, and why? (A) 'In conclusion, this was an interesting topic to learn about.' (B) 'Understanding that paved surfaces, not just weather, cause hotter neighborhoods is the first step toward the kind of targeted solutions, like reflective roofs and new trees, that cities are beginning to use.'
- Test conclusion A: it could be pasted onto any topic without change, generic.
- Test conclusion B: it specifically references the cause (paved surfaces) and the solutions (reflective roofs, trees) that were actually presented in the piece.
- Choose the stronger conclusion based on the test.
Answer: Conclusion B is stronger, because it specifically follows from and references the actual facts and categories presented (cause and solutions), while conclusion A is generic enough to fit any topic and adds no real closing thought.
- What test can you use to check whether a conclusion is too generic?
- What should a strong conclusion specifically reference from the body of the piece?
Common misconceptions and how to address them
MisconceptionThe more facts I include, the stronger my informative piece is.
Why it happens: Students equate quantity of information with quality, without checking relevance to the specific topic.
How to address it: Apply the relevance test to every fact before drafting, and explicitly practice cutting a true, interesting fact that does not belong.
MisconceptionI can write my facts down in whatever order I found or thought of them.
Why it happens: Students treat drafting as recording rather than as an act of organizing first.
How to address it: Require a grouping or outline step before drafting begins, sorting facts into named categories, so the order is a decision, not an accident.
MisconceptionA transition is just a word you add at the start of a sentence to sound more formal.
Why it happens: Students bolt on transition words without checking whether they actually match the relationship between the two ideas.
How to address it: Practice matching transitions to relationship type (addition, contrast, cause-and-effect, sequence) explicitly, and check each transition against the actual logical relationship, not just formality.
MisconceptionAny sentence that starts with 'in conclusion' counts as a strong conclusion.
Why it happens: Students learn the sentence starter as a formula without learning what the conclusion needs to actually do.
How to address it: Use the 'could this be pasted onto any topic' test, and require the conclusion to reference specific content from the piece's body.
Guided practice (with answers)
1. Sort these facts for a piece on why some neighborhoods run hotter than others, keep or cut: (A) hotter neighborhoods often overlap with areas that received less investment in trees, (B) the coldest temperature ever recorded was in Antarctica.
Answer: Keep A, since it directly supports the topic's point about consequences and equity. Cut B, since it is about cold records and does not connect to this specific topic about heat and neighborhoods.
2. Group these three facts into two broader categories: informative pieces need a clear introduction; they need well organized body paragraphs; they need a conclusion that follows from the content.
Answer: Two reasonable categories: (1) structure at the start and end (introduction and conclusion), (2) structure in the middle (organized body paragraphs). Or, simpler still, all three could be grouped under one category, 'overall structure', showing that grouping decisions can reasonably vary.
3. Add a transition that fits: 'The fungal network lets trees share sugar. It also lets them send warning signals about insect attacks.'
Answer: 'In addition, it also lets them send warning signals about insect attacks.' (An addition transition, since the second sentence adds a second function rather than contrasting or showing a result.)
4. Is this conclusion specific or generic? 'In conclusion, forests are more connected than most people realize, which is exactly why some forestry programs have started leaving mother trees standing rather than treating every tree as separate.'
Answer: Specific. It references the actual content of the piece (the underground connection, and the real forestry-practice change), so it could not be pasted onto an unrelated topic.
Independent practice worksheets
Have students plan, group, and draft a short informative piece on a topic of their choice or one from the ChalkBee reading passages, applying all four skills: relevance, grouping, transitions, and a specific conclusion. Use the matching worksheets to build the underlying content-organization skill first.
Differentiation
- Provide a pre-sorted set of relevant and irrelevant facts and ask students only to explain the sorting, before asking them to sort a new set themselves.
- Give a category outline template with headings already provided, so students only have to place facts under the right heading.
- Provide a transition word bank sorted by relationship type (addition, contrast, cause-and-effect, sequence) for students to select from rather than generate independently.
- Give a conclusion sentence frame that requires naming at least one specific fact from the body: '___ shows that ___, which matters because ___.'
- Take a piece with facts left in the order they were found and revise it into broader, combined categories.
- Write two different conclusions for the same piece, one generic and one specific, and explain the difference in a sentence.
- Combine two smaller categories from a draft outline into one broader category and explain why the combination makes sense.
- Research and add one additional relevant fact to a piece, explaining why it passes the relevance test.
Assessment: exit ticket
A short exit ticket checking relevance, grouping, transitions, and a specific conclusion, using a brief set of provided facts on an unseen topic.
1. Given a short list of facts (provided), which one is least relevant to the stated topic, and why?
Answer: Answers vary; check the student identifies a fact that is true but does not directly support understanding of the specific stated topic, and explains why in terms of relevance, not just personal interest.
2. Group the remaining relevant facts into two or three logical categories.
Answer: Answers vary; check the categories are logical groupings of related facts, not just the original list re-ordered, and that each category has a clear, nameable focus.
3. Write one conclusion sentence for a piece built from these facts. Does it pass the 'could this apply to any topic' test?
Answer: Answers vary; check the conclusion specifically references at least one fact or category from the piece, rather than being generic enough to paste onto an unrelated topic.
Teacher notes and timings
- Rough timing across four lessons: Lesson 1 selecting relevant facts (section 1), Lesson 2 organizing into categories (section 2), Lesson 3 transitions and cohesion (section 3), Lesson 4 conclusions plus drafting and the exit ticket (section 4 and assessment).
- Language to keep saying: does this fact help understand the topic, group before you draft, does the transition match the relationship, could this conclusion apply to any topic. These four phrases target the unit's four main misconceptions.
- Curriculum note: this single unit deliberately spans W.6.2, W.7.2, and W.8.2 together, since the underlying structure (introduction, organized body, conclusion) is the same across all three grades. The real grade-to-grade difference is precision: Grade 6 asks for clear organization, Grade 7 adds transitions that create cohesion, and Grade 8 asks for information organized into broader categories with strong internal cohesion, reflected in section 2's extra push toward combining categories and section 3's focus on matching transitions to relationships.
- When teaching a mixed Grade 6 to 8 group, or revisiting the unit across years, hold the structure constant and raise the bar on precision: expect more categories to be combined, more varied transitions, and a more specific conclusion as students progress.
- Present mode and print both work: use the Print button for a clean planning template, or project the fact-sorting and grouping examples to build live as a class before students draft independently.