Table of Contents

Unit 2: Planning Lessons for Informational and Argument Writing

2.4 Examining Lessons for Informational, Argument, and Analytical Writing

Up to this point, you have examined teachers’ plans for teaching their students to write a variety of informational, argument, and analytical genres in response to the Upstanders, Not Bystanders writing prompt, and you have analyzed video excerpts of teachers’ lessons that connect instructional strategies to Common Core writing standards.

Time to Apply

To examine three complete lessons that show how teachers adapted and taught the selected writing topic and illustrate how they employed the Common Core writing standards, read the descriptions that follow and link to those that you would like to study, use, or adapt. Unit 3 will include additional complete lessons that address a wider range of topics, texts, genres, and K–12 grade levels.

Californians: Writing Firsthand Biographies to Inform and Reflective Essays to Analyze (Grades 4, 5 and ELD)

Summary of lesson

Upstanders, Not Bystanders: Writing Reports of Information (Grade 9)

Summary of lesson

Bystanders: Why People Don't Help in a Crisis (Grades 8–10)

Summary of lesson

Time to Extend

To learn more about digital writing genres and digital tools to support your writing lessons, download Upstanders, Not Bystanders: A Digital Call to Write and Call to Action.

In this document, developed by the California Writing Project and Common Sense Media, you will find a wealth of resources that will help you teach a digital writing response to the Upstanders, Not Bystanders writing prompt. You will also find links to digital texts about Upstanders, Not Bystanders and to digital lessons that address being upstanding citizens and students in a digital world. Finally, you will find an invitation to participate in statewide effort to showcase students’ digital writing. To participate, follow the embedded links in the document or contact the California Writing Project at cwp@berkeley.edu.