Table of Contents

Unit 2: Planning Lessons for Informational and Argument Writing

Genre Models, Text Features, and Claims

Time to Apply

Now let's return to the lesson in the child labor video and think about how the teacher could use texts to increase her students' genre knowledge of an article.

A reminder of the writing topic and task:

After researching nonfiction books, photo journals, and articles on contemporary child labor, write an article for a children’s magazine that defines and explains child labor practices and how children around the world are impacted. Support your explanation with evidence from your research. What implications for the American consumer can you draw?

Consider the following questions:

  1. What genre models could the teacher use?
  2. What text features could she focus on?
  3. What claim can she use to help her students use to select both relevant evidence and text features that are appropriate to the task, purpose, and audience of a children’s magazine?

Now, let’s review some possible answers to these questions (select the numbers at the bottom of the box to view answers for each entry):
Important Take Away: Genre models enable students to make connections between different types of writing and help them learn how to organize their writing. When students use text features with deliberation and purpose, they are able to angle information to integrate central ideas and support their claims. Webb’s DOK provides important guidance to teachers in helping to push their students to higher levels of cognitive thinking as they improve their non-fiction writing.