How-To Informative Writing Sequence

Grade Level: 2nd and 3rd

1. Purpose and Audience:

This writing unit is focusing on informational “how to” pieces. Students in 2nd and
3rd grade have previously been exposed to such writing, but in this unit, they will get the
opportunity to practice the entire process of writing an informational text starting with
developing ideas and ending with the final product of a “how to” piece with the audience
of their choice. The goal of this unit is for the students to develop a step by step piece of
informational writing on a topic of their choice and their expertise to present to their
peers and families. The students will learn how to develop topic and concluding
sentences, how to sequence correctly, how to incorporate transitional words, use the
appropriate voice in their writing, and edit their writing with peer and teacher critique
throughout the process. In conclusion, the students will get the chance to be the teacher
of a topic that they are the expert at.

2. Writing Sequence Goals:

Grade 2/3 Goals

1. Students will write an informational
“How To” piece about a topic that they
are an expert at that includes an
introduction, three or more
appropriately sequenced steps, and a
conclusion. To signal the steps,
sequencing words must be included.
2. Students will provide details in their
writing by using catchy leads,
descriptive adjectives, a variety of
verbs, and labels for their pictures that
correlate with their writing. At least one
detail per sequencing step must be
included.
3. Students will continue to revise their
informational piece by working every
day to add a new detail or working on
a new writing craft, implementing the
feedback from their peers and
teachers, and recognizing that the
revision process is a process and
writers are never really done writing.
3. Common Core State Standards:
● Standards for 2nd Graders:
○ CCSS.ELA-LITERACY.W.2.2: Write informative/explanatory texts in
which they introduce a topic, use facts and definitions to develop points,
and provide a concluding statement or section.
○ CCSS.ELA-LITERACY.W.2.5: With guidance and support from adults and
peers, focus on a topic and strengthen writing as needed by revising and
editing.
● Standards for 3rd Graders:
○ CCSS.ELA-LITERACY.W.3.2: Write informative/explanatory texts to
examine a topic and convey ideas and information clearly.
○ CCSS.ELA-LITERACY.W.3.4: With guidance and support from adults,
produce writing in which the development and organization are
appropriate to task and purpose.

4. Differentiated Instruction:
Each student will be given their own revision chart so that they can work at their
own pace for implementing the different writing crafts and revisions that are taught
through the daily mini lessons. The students will use this revision chart to keep track of
what writing crafts they have implemented and which ones they still need to work on for
their specific piece. Each student will fill out this revision chart at their own pace,
however every student will need to complete this chart by the end of the writing unit in
order to signify they have implemented each writing craft or revision in their own piece of
writing.
The students that consider themselves “done” very quickly will be paired with
another student who thinks they are “done” in order to peer review each other’s writing.
This will allow these students the chance to not only read aloud their own piece of writing
and possibly catch errors or notice areas they need to improve, but also to practice the
revision process on a piece of writing that is not theirs. The students will get the
opportunity to practice working with their peers and providing positive feedback and
constructive criticism to their peers. This process will be demonstrated beforehand. The
students that are “early-finishers” will also have the opportunity to go back and add
illustrations to their writing to help describe what they are writing. The students will be
encouraged to add detail and label their illustrations so that they really add to their
overall writing piece.
The students that need more support will be provided with graphic organizers to
lay out the “how to” steps, they will be provided with sentence starters and example “how
to” pieces. These students will also be pulled to work in a smaller group setting with the
encouragement and guidance of a teacher in case they need any additional scaffolding
during their writing process. They will also have access to the classroom “word wall” to
refer to for help with spelling and will be encouraged to sound out their spelling and use
invented spelling for words that they are unfamiliar with. They will also have the
opportunity to first draw out their “how to” with pictures and then add words in order to
get the ideas on the page and then work backwards to write down what they want.
 Throughout the writing process, the students will be continuously reminded that
writing is a process and that they are never really done. They will be encouraged to add
more detail, to take different perspectives when looking at their writing, and to engage in
peer feedback. The students will engage in the writing process from the very beginning
with brainstorming ideas, all the way through to completing their final draft, keeping in
mind that their piece is never done, but rather a work in progress.

Day 1-Introduction to “How To’s” and Brainstorming

Date: 10/30

Daily Objective: Students will be able to brainstorm topics that they know how to do well and narrow
them down to choose one topic that they are an expert at as their focus of their own informational
“how to.”
Mini-Lesson Focus: Writers will be introduced to a what a “how to” informational text is and what the
structure of such a text looks like.
Mentor Text: How to Babysit a Grandpa by: Jean Reagan

Instruction: Read How to Babysit a Grandpa, have students notice the format of the text (used a catchy
lead, created checklists throughout the book, used sequential words such as after, then, now).
I do:
● Introduce Informational texts, one type of an informational text is a How To piece of writing,
just like the “how to” we just read together
● What is How To Writing? A detailed paper that describes how to do something or how
something works.
● Teacher looks back at How to Babysit a Grandpa in order to find specific text features that a
“how to” piece of writing must include:
○ A catchy lead
● Teacher brainstorms things that she knows how to do well that she thinks she could write
detailed instructs on how to do them
We do:
● Teacher asks the students what other features did they notice throughout the text, How to
Babysit a Grandpa that they think are specific to a how to piece of writing?
○ Checklists, sequential words (possible student answers) write these responses on the
board to compile a list for the students to refer back to when they are doing their rough
draft writing
● Create a list of things that students know how to do at school, outside, at home, and in the
kitchen as a whole class
● First, have students turn to a partner and discuss possible topics, then share out as a whole class
creating a list
You do:
● Each student should write down 3 possible ideas of what they could write their “how to” on
● Remember, students should choose a topic that they know how to do really well (like the author
chose How to Babysit a Grandpa because she had a lot to write about and knew how to do this
really well
 ● Students will narrow their topics down to one and choose which one they will do their writing
project on. (students will write this down on a notecard to be collected by the teacher)
Share: Come back together as a whole class, call on 4 students to share what they are going to write
their “how tos” on
● Each student will be given a revision chart checklist for their writing process to keep track of
what they have added to their writing and what still needs to be added, all students should be
able to check off “choose topic” at the end of today’s lesson
Assessment: As a formative assessment, walk around while students are brainstorming possible topics,
check to see if students are choosing topics that they know a lot about and are experts at, collect
notecard from each student to confirm they have chosen a topic to write about.
Teaching Notes:
● Materials: How to Babysit a Grandpa book, note cards for each student to brainstorm their
topics and write down their chosen topic, revision chart
Resources: Writing Workshop: The Essential Guide by: Fletcher and Portalupi (chapter 4, Launching the
Workshop).

Day 2-Sequencing
Date: 11/1

Daily Objective: Students will be able to organize their “how to” process by using sequencing words in
their writing to connect their ideas.
Mini-Lesson Focus: Writers will use sequencing words to organizer the process of their “how to” in
order to create instructions that are organized and easy to follow. Writers will also use a graphic
organizer to gather their thoughts and begin to get them all down on paper.
Mentor Text: How to Make a Grilled Cheese recipe and Sequential Words Anchor Chart

Instruction: Begin by reading the recipe of How to Make a Grilled Cheese to the students
● After reading, ask the students what they noticed about the organization of the recipe
(sequential words)
● Discuss how a recipe is a form of a “how to” text
● Bring out the sequential words anchor chart (already created with the students previously) and
read over the different words with the students, see if they can think of any new words to add
to the chart.
I do:
● The teacher will show the students the sequential words graphic organizer
● The teacher will then refer back to the mentor text and find possible sequential words that are
used in the text
We do:
● Have the students refer back to the text as a class and reread the pages where the sequential
words are pointed out
○ Have the students point out which words they think are used as sequential words in the
text
○ As a whole class, add these words to the sequential words anchor chart so students can
refer back to them while doing their own writing
I do:
 ● Then, the teacher will come up with an example (make a pbj sandwich) “how to” and think out
loud the process of how to organize the steps of the “how to”
● Demonstrate this by putting each of the steps next to one of the sequential words in the graphic
organizer.
We do:
● Have the students turn to a partner and discuss what they think the next step would be in
making a pbj sandwich (the example) and to come up with a sequential word that would be
appropriate to use in front of the next step.
You do:
● Each student will be given a graphic organizer and they will begin to lay out their “how to” by
filling out the steps and deciding the order the steps go in on their graphic organizer
● Remind students to refer back to the anchor chart for examples of sequential words that they
could use in their writing and let them know that the mentor text is available for them to refer
back to during their writing process
Share: Come back together as a whole class on the carpet and first have the students turn to a partner
and share how they decided the order of the steps of their “how to” when filling out their graphic
organizer. Then have 2 students read aloud their first few steps including the sequential words from
their organizer.
Assessment: Collect students’ graphic organizers and take anecdotal notes on whether or not the
students’ “how to’s” are put into correct sequential order.

Teaching Notes:
● Materials: graphic organizers for students, sequencing words anchor chart, revision chart
● Scaffolding: Have students that are having a difficult time getting started thinking of the order of
the events turn to another partner and explain out loud what they would do first, second, next,
etc. Then have these students try to write it out after discussing with a partner. Also, have
students who need support writing draw the pictures of each step first and then write what they
drew.
● Early Finishers: Have the students that finish early first make sure that they drew detailed
pictures of each of their steps, then have them label their pictures, then pair up the students
who finished and have them read their sequential steps to each other and make sure they make
sense when reading to another student.
Resources: Writing Strategies Book: Organize in Sequence By: Jennifer Serravallo pg. 174

Day 3-Developing a Rough Draft

Date: 11/2

Daily Objective: Students will be able to practice writing a rough draft of their chosen “how to” topic
using the format that they noticed from the mentor text and their graphic organizers.
Mini-Lesson Focus: Writers will use what they have noticed and learned about the format of a “how to”
text from the mentor text that is read and write their first rough draft of what they think a “how to”
informational text should look like. Writers will remember that this is a rough draft and a time to get
down your ideas and not worry about spelling or other mistakes, but to just keep writing. Writers will
also use their graphic organizer as a guide for their first rough draft.
Mentor Text: How to Read a Story by: Kate Messner
Instruction: Begin by reading the mentor text How to Read a Story and have students notice how the
author formats their “how to” writing.
I do:
● Model beginning to write my own “how to” paper.
● First refer back to the mentor text and reread how the author chose to introduce their how to in
the text
○ Write 3 sentences, think out loud while writing so the students can notice the thought
process
○ Refer back to graphic organizer and model how students will take what they wrote in
the steps of their graphic organizer and form that into complete and coherent sentences
for their rough draft.
We do:
● Have the students turn to a partner and identify what they think the important key features of a
how to that the author included in the mentor text
○ Have students share these ideas out loud and create a class list of possible features that
the students can refer back to during their own writing
● Then, as a class, add a few more sentences to the teacher’s “how to” writing, focusing on the
format that the mentor text provided (listed steps)
You do:
● Students will return to their desks and begin writing their rough drafts, remind students to focus
on getting their ideas down and not on spelling or grammar. This time is for writing and it should
be silent.
● Remind the students to remember what the author included in her how to in the mentor text
○ They can refer back to the book during their own writing if they want
● When you think you’re done go back and see where you can add more detail or another step
● Remind students that someone who has never done what they’re writing about should be able
to pick their paper up and do what they’re describing perfectly.
Share: Come back together on the carpet and select 2 students to read the beginning of their rough
drafts
● Remind students that they should be checking off each of the revisions of their piece of writing
as they complete them on their revision chart
Assessment: Collect students’ notebooks and take anecdotal notes on students’ rough drafts and their
use of the aspects of a “how to” that were demonstrated in the mentor text (listed steps, introduction,
details, etc.)
Teaching Notes:
● Materials: How to Read a Story, teacher notebook for taking notes on each student’s writing
while conferring, students should have their writer’s notebooks to write their rough drafts,
paper for the teacher to demonstrate writing her rough draft, students should have their
graphic organizers from day 2, revision chart
● Early finishers: have these students go back and add pictures to support the steps in their
writing, have them label their pictures, have them add more details so that a stranger could do
the task perfectly by following their directions, or have early finishers pair up with another
student and read their writing to each other to share ideas
Resources: Craft Moves by: Stacey Shubitz Chapter 2: Choosing Picture Books for Mentor Texts
 Day 4-Catchy Leads
Date: 11/6

Daily Objective: Students will be able to write strong leads that intrigue the reader and are related to
their specific “how to” informational piece of writing.
Mini-Lesson Focus: Writers create leads or hooks in order to catch their reader’s attention to want to
keep reading the text and learn more about the topic. Leads for an informational text can be questions,
exclamations, an amazing fact, a sound effect, or more! Leads are so important in informational texts
because they grab the reader’s attention.
Mentor Text: Walk On! A Guide for Babies of all Ages by: Marla Frazee
How to Babysit a Grandpa by: Jean Reagan

Instruction: Begin by reading Walk On! A Guide for Babies

● After reading the text have the students discuss how the author introduced the topic of the
“how to.”
○ Did the first sentence/page of the book make you interested and want to keep reading?
That’s what leads do! (I do)
● Provide another example of a lead from the text that was previously read, How to Babysit a
Grandpa.
○ Have the students compare the two leads with a partner (We do)
I do:
● The teacher will take out her rough draft from day 3 and think out loud how she can catch the
reader’s attention by coming up with a creative lead about pbj sandwiches
● Come up with 2 different types of leads about pbj sandwiches (the teacher’s model “how to”).
We do:
● The students will turn to a partner and come up with a third possible lead for the teacher’s
example.
You do:
● Students will return to their desks and come up with 3 possible leads for their “how to.”
○ Remind students to think of how the authors of the two different mentor texts
introduced their pieces, and the different options that you can introduce a how to as
the writer
● They will then choose one lead and add that to their rough draft.
● Then, they can continue working on the body (the steps) of their rough drafts if they did not
finish from day 3.
Share: Students will come back together on the rug as a whole class and 3 students will share out their
leads that they came up with for their “how to” writing
● Remind students to update their revisions checklist
Assessment: Collect students’ notebooks and take anecdotal notes on students’ use of leads in their
“how to.”

Teaching Notes:
● Materials: revision chart, leads anchor chart, How to Babysit a Grandpa mentor text, Walk On!
Mentor text, writer’s notebooks with rough drafts
● Early Finishers: have students that finish early pair up and try coming up with a new lead for
their partner’s writing that their partner had not already thought of
 ● Scaffolding: Pair students that need scaffolding with a student that understands how to develop
a lead and have them work together to create leads for their writing.

Resources: Writing Strategies Book: Nonfiction Leads pg. 187 Serravallo

Day 5-Descriptive Language and Details

Date: 11/7

Daily Objective: Students will be able to add descriptive words and details into their “how to” writing
using the 5 senses.

Mini-Lesson Focus: Writers use descriptive language and details in their writing in order to make the
reader feel like they are there. It is especially important for writers to use descriptive words and
language when writing informative “how to’s” because the writer must make sure that the reader is able
to follow exactly what to do in each step in order to follow the directions to their best ability. Writers
can use the five senses to support their writing when adding descriptive language. The reader of a “how
to” text should be able to see the writing like a movie in their mind!
Mentor Text: How to Read a Story by: Kate Messner

Instruction: Begin by introducing the importance of descriptive language when writing “how to’s”
● Remind students that when you are writing a “how to” you want to include as much detail as
possible so that the reader can follow the directions and do whatever it is that you are
describing to their best ability
● Descriptive language helps writers make the readers feel like they are right there when they are
reading the text
● Think about the 5 senses
● Read step 3 from the book How to Read a Story as an example of descriptive language (I do)
● Have students come up with an example of descriptive language that the author could’ve used
in the mentor text (We do)
I do:
● The teacher will refer back to her pbj how to writing and add an example of descriptive language
We do:
● The students will turn to a partner and brainstorm another example of descriptive language that
the teacher could add to her writing, a few pairs will share their ideas
You do:
● The students will return to their rough drafts and add descriptive language to their writing
○ They should try to add descriptive language in 3 places
○ Challenge the early finishers to add more
● Remind the students to refer back to the mentor texts that we have read in order to think of
and see examples of different uses of descriptive language in writing
● Make the mentor texts available for the students as they write
Share: The students will come back together and the teacher will choose 3 students to share sentences
from their writing that use descriptive language.
Assessment: Collect the students’ writing and take anecdotal notes on the students’ use of descriptive
language.

Teaching Notes:
● Materials: mentor text, teacher’s writing example, students’ rough drafts, students’ revision
checklist
● Early Finishers: Students that finish early should try to add more than 3 areas of descriptive
language in their text, then with a partner they should take turns finding areas in each other’s
writing where the writer could be more descriptive and add more details

Resources: Craft Moves by: Stacey Shubitz pg. 129 powercraft move: precise words

Day 6-Wrap it up
Date: 11/8

Daily Objective: Students will be able to write concluding sentences for their “how to” writing that
wraps up the process and provides closure for the reader.

Mini-Lesson Focus: Writers use concluding sentences in order to wrap up what they discussed in an
informational text. Writers keep in mind what they want the reader to remember when they finish
reading when composing a concluding sentence.
Mentor Text: Walk On! By: Marla Frazee

Instruction: Discuss with the students that when concluding a “how to” you want the reader to feel like
they are confident in doing the task based on your instructions.
● What is most important about the “how to,” what do you want the reader to remember?
● How can you encourage the reader that they can complete the task?
○ This is your chance to convince the reader they can do what you are teaching them how
to do
○ How would you like to be encouraged when doing something for the first time?
● Read the concluding sentence of the mentor text as an example (I do)
● Have the students turn to a partner and think of a different conclusion that the author could’ve
used in the mentor text (We do)
I do:
● The teacher will model an example concluding sentence with the pbj “how to”
○ Example: “Congratulations! You’ve made your first peanut butter and jelly sandwich,
now time to enjoy it!”
We do:
● Have students turn to a partner and think of their own conclusion that they could use for the pbj
“how to”
● Students will share out their examples, discuss how the concluding sentences are different, how
are they similar/different that what the author used in the mentor text?
You do:
● Students will return to their rough drafts and add a concluding sentence.
● They can write a few if they have extra time and then choose whichever one they think is best
 ● Remind students to think of the different possible conclusions that they could use (refer back to
the mentor text and the teacher’s mentor text how to piece)
Share: Students will come back together and share their concluding sentences that they came up with.
Depending on time students will either share with a partner or the teacher will choose one or two
students to sit in the “writer’s chair” and share with the whole class.
Assessment: Collect students’ writing and take anecdotal notes on their development of concluding
sentences.

Teaching Notes:
● Materials: mentor text, teacher’s writing example, students’ rough drafts
● Early finishers: have students who finish writing their concluding sentences write multiple and
choose one that they think is best fitting, have them go back and check to make sure their
revision checklist is all up to date, have them help a partner or another student who is struggling
to come up with a conclusion generate ideas
● Scaffolding: pair students who need scaffolding with the early finishers to help generate ideas
for their writing and see more examples of concluding sentences from what their peers came up
with

Resources: Craft Moves by: Stacey Shubitz section on nonfiction texts

Day 7-Use of Measurement

Date: 11/9

Daily Objective: Students will be able to use the appropriate measurements (cups, inches, minutes, etc.)
when writing their “how to” stories.
Mini-Lesson Focus: Writers use the appropriate measurement tools and units when writing a “how to”
in order to convey accurate and complete steps to the reader so that they can follow the steps precisely.
Mentor Text: Grilled Cheese recipe

Instruction: The teacher will refer back to the Grilled Cheese mentor text and reread the steps of
making a grilled cheese to the class
I do:
● The teacher will think out loud, “how do I know exactly how much butter to use, and how much
cheese to use in this recipe?”
● The teacher will refer back to the recipe and find where it says the exact amount of each
ingredient and the measurement unit that the recipe uses.
● The teacher will then go back to her “how to make a pbj” writing and add units of measurement
where appropriate while the class observes where she includes the measurement units.
We do:
● The teacher will then ask the students how they know what temperature to set the stove to
(low, medium, or high) when making the grilled cheese?
○ Notice how the recipe uses exact numbers and different units
● The teacher will ask the students to point out different types of units that the recipe uses (low,
medium, high heat, 4 slices of cheese, a teaspoon of butter, etc.)
 ● The teacher will ask the students to turn to a partner and discuss what types of units of
measurement that their own how to would need, each partner will take a turn to share and
discuss
You do:
● Students will go back to work on their writing pieces and put in measurement units where they
see necessary
● Students will have access to the mentor texts to refer to during their writing.
Share: Students will come back together as a whole group and turn to a new partner and share what
types of units of measurement they used in their writing and what else they could possibly add
tomorrow.
Assessment: Collect students’ writing and take anecdotal notes on their use of different measurement
units throughout their writing.

Teaching Notes:
● Materials: recipe mentor text, student revision checklists, student rough drafts, teacher mentor
how to text
● Early Finishers: students that finish adding their units of measurement early, will then pair up
with a partner who is also finished and share their writing with each other. The other student
will provide feedback of where else the writer can use more details or specific units of
measurement in order to make their writing more accurate and specific
Resources: Nonfiction How-To writing unit by Kelly Maver and Monica Schnee, 2010

Day 8-Editing and Revising

Date: 11/10

Daily Objective: Students will be able to revise and edit their piece of writing, with a partner, so that it
accurately conveys the “how to” process that they are writing about and includes all of the necessary
components.
Mini-Lesson Focus: Writers revise and edit their piece of writing in order to share with an audience.
Writers use the word wall to help with spelling, proper punctuation, and complete sentences in order to
convey their message when writing.
Mentor Text: Teacher’s pbj sandwich example “how to”

Instruction: The teacher will read her pbj sandwich “how to” rough draft to the whole class.
I do:
● The teacher will show the students how when she was writing and did not know how to spell a
word she circled the word. Now the teacher will go back to her circled words and look around
the room at different resources such as the word wall in order to correctly spell the word. The
teacher will remember the “ask 3 before me” when editing spelling choices.
● Then, the teacher will go back to her writing and try the “Guess What?” trick to make sure her
sentences make sense and are complete.
○ Say “guess what?” before reading a sentence to make sure it makes sense, if it doesn’t,
then the sentence is not complete and needs to be changed
We do:
● Students will turn to a partner and use the “guess what?” strategy on another sentence from
the teacher’s sample writing to make sure that the sentences are complete and make sense
 ● Then, the teacher will call on a student to have them listen to her rough draft for peer editing.
The teacher will model with the student what to do while listening to another writer read their
writing
○ The students will be give one compliment and one thing that the writer should fix/work
on with their writing
You do:
● After practicing the “guess what?” strategy, students will return to their rough drafts and try it
on their own writing
● They will then check their spelling by using the word wall/other resources around the room
● They should work on any other part of their revision process that they have not gotten to yet
from their revision chart
● Then, they will be partnered with another student and read each other their writing pieces and
make one compliment and one thing that the writer could improve upon.
Share: Students will come back together, the teacher will call on 2 pairs of students to share what they
said their compliments/suggestions are for the other writers.
Assessment: Collect students’ writing and take anecdotal notes on their revision process, spelling,
corrections that they made.
Teaching Notes:
● Materials: teacher sample writing for mentor text
● Revision checklist
● Make pairs for buddy revisions before lesson begins
Resources: Writing Strategies Book by: Serravallo 9.8: Guess What! Complete Sentences, 8.16: Circle
and Spell

Day 9-Final Draft Writing Component

Date: 11/13

Daily Objective: Students will be able to explain the importance of each of their revisions made, check
that they made the necessary revisions from their checklist, and explain how the revision process
impacted their writing as a whole.
Mini-Lesson Focus: Writers will take the final step of transferring their rough drafts on to final draft
paper, finishing their own “how to” book. This is an important step for writers because they must ensure
that the revisions that they have made throughout the process all have a purpose and are used to
compose one final piece of writing. Writers will then be able to share these polished drafts with an
audience.
Mentor Text: Teacher’s copy of “how to make a pbj sandwich”

Instruction: The teacher will show the students the final draft paper that they are to use for their final
copies. The teacher will explain that today is for rewriting their final drafts onto the final paper for their
“how to” books and then tomorrow they will finish up by adding the illustrations to complete their
pieces.
I do:
● The teacher will go through the revision checklist and remind the students of all of the hard
work that they put into their “how to” stories and how the stories have evolved and gotten
much better from the start up to now.
We do:
 ● Model how to use the final draft writing paper to rewrite, using all of the necessary revisions,
the rough drafts.
You do:
● Students will work by themselves and rewrite their rough draft “how to” stories onto the final
draft paper
● The students will need to make sure that they have everything completed on their revision
checklist before receiving the final draft paper.
Share: The students will share how they felt writing their final drafts and how the writing process made
them a better writer.
Assessment: Collect the students’ final draft “how to” pieces of writing to compare from the beginning
to the end.
Teaching Notes:
● Materials: final draft paper, teacher’s mentor How To writing, revision checklists

Resources: No outside resources were used for this lesson

Day 10-Label Your Pictures

Date: 11/14

Daily Objective: Students will be able to use details and labels in order to make their illustrations in their
“how to” books complete and so that their illustrations support their writing.
Mini-Lesson Focus: Writers use illustrations in order to enhance their writing. Illustrations should be
detailed and have lots of labels so that they add to the writing component of a piece. Writers do not
only use words to make their pieces complete, but they also use pictures.
Mentor Text: Teacher’s How to example
Instruction: The teacher will show a before and after of the how to draft that the teacher has been
writing along with the students. Remind students that this is the final step of their writing process and it
will make the entire process and all of their hard work come together and be visually appealing for the
reader.
I do:
● The teacher will ask the students which copy they think is more intriguing for the reader (the
one will detailed illustrations or the one without)
We do:
● The students will share out what labels they think the teacher should add to her drawings to
make them more detailed.
You do:
● Students will return to their final drafts and add detailed illustrations, remembering the
following questions:
○ What’s that? Can you add something?
○ What details might you add? What else does a _____ have?
○ Does your picture have labels?
Share: Students will come back together and share their experience with this writing process. How did
the pictures add to your piece of writing? How did the revision process make you a better writer?
Assessment: Collect students’ final drafts to compare the students’ writing from the beginning to their
writing now at the end of the process.
Teaching Notes:
● Materials: crayons, colored pencils, final draft of writing for students to add illustrations

Resources: Writing Strategies by: Serravallo, 1.5: Add Detail to Make Pictures Easier to Read, 1.6: Label
your Pictures