A. Guided Practice: Planning an Informational Paragraph (15 minutes)

• Invite students to take out their Freaky Frog research notebook and open to their Close Reading: "The Glass Frog" note-catcher on pages 5-6.
• Invite students to Think-Pair-Share:

"Why is the glass frog so hard to see?" (It is transparent or see-through so it can hide from predators.)

• Display the Glass Frog Research note-catcher and invite students to turn to their copy on page 7 of their Freaky Frog research notebook. Select a volunteer to read the headings of the table on the note-catcher.
• Explain that just as students used the Polliwogs Research note-catcher, they will use this note-catcher to record information from their source, Everything You Need to Know about Frogs and Other Slippery Creatures, that answers their research question: "Why is the glass frog so hard to see?" Invite students to write the title of the text and the pages numbers by "Source" at the top of their Glass Frog Research note-catcher.
• Direct students' attention to the words "Focus Statement" at the top of the note-catcher. Remind them that informational writing always includes a focus statement in the beginning. Ask:

"What is the purpose of a focus statement?" (It states or tells the focus, or main idea, of the writing.)

• If necessary, remind students that the focus statement usually answers the research or focus question, and the rest of the paragraph gives evidence and explains the focus statement.
• Using a total participation technique, invite responses from the group, writing their responses by the words "Focus Statement" at the top of the note-catcher:

"What is a focus statement we could write for the question 'Why is the glass frog so hard to see?'?" (Answers will vary. Possible responses include: The glass frog's transparent body helps it to survive; the glass frog is so hard to see because its body is see-through, which helps it to survive.)

• Point out that these example focus statements all answer the research question without going into detail about the glass frog.
• Select a volunteer to read the headings of the table on the Glass Frog Research note-catcher.
• Invite students to Think-Pair-Share:

"What kind of information would we record in the Definitions part of the table?" (the meanings of important words that are related to the research question)

"What kind of information would we record in the Facts part of the table?" (information explicitly from the text related to the research question)

"What kind of information would we record in the Details part of the table?" (descriptions or explanations about the facts)

• Using the Glass Frog Research note-catcher (answers, for teacher reference), model writing a definition, fact, and detail that answer or explain the research question, referring back to the Close Reading: "The Glass Frog" note-catcher, pages 32-33 of Everything You Need to Know about Frogs and Other Slippery Creatures, and the domain-specific word wall as necessary. For each, point out how the evidence supports, or explains, the focus statement.
• Give students 10 minutes to work on their own and continue adding to their Glass Frog Research note-catcher.
• Cold call students to share with the group, adding to the displayed Glass Frog Research note-catcher as appropriate.

C. Guided Practice: Drafting an Informational Paragraph (15 minutes)

• Display and distribute the Informative Writing Checklist and remind students that they have been working with this checklist throughout this unit.
• Direct students' attention to the following criteria:
• RI.3.1
• W.3.2a
• W.3.2a
• W.3.2a
• W.3.2b
• Remind students that these were the criteria they practiced in Lesson 3 and will continue practicing as they write today.
• Distribute lined paper and tell students that in this paragraph, they will start by giving readers information they will need to understand what makes the glass frog unique. Ask:

"What makes the glass frog unique?" (its body)

"What is unique about the glass frog's body?" (It is see-through or transparent.)

• Point out that the first sentence in their paragraph isn't the focus statement; the purpose of this sentence is to give some background to the reader before getting into the real focus of the paragraph. In this case, the background information the reader needs to know about the glass frog is that its body is transparent, which is unique.
• Model writing a sentence that explains what is unique about the glass frog's body, pointing out the use of the present verb tense. Refer to "Why Is the Glass Frog So Hard to See?" draft (example, for teacher reference). Invite students to copy this sentence onto their paper or to write their own sentence telling what is unique about the glass frog's body.
• Remind students that next, they will write the focus statement. Drawing from the ideas the students shared in Work Time A, craft and write a focus statement that answers the research question and tells the focus of the writing. Refer to the "Why Is the Glass Frog So Hard to See?" draft example. Invite students to copy this sentence onto their paper or to write their own focus statement.
• Using a total participation technique, invite responses from the group:

"What information should we write next if we are answering the question 'Why is the glass frog so hard to see?' and using evidence from the text to support our answer?" (sentences that explain the focus statement and use evidence from the text)

• Remind students that they should elaborate on the evidence they are including, or explain how the evidence they have chosen supports the focus statement.
• Using a total participation technique, invite responses from the group:

"How can we elaborate on the evidence you include? How does it support the focus question: 'Why is the glass frog so hard to see??'"

• Invite students to continue writing on their own, using their Glass Frog Research note-catcher and the domain-specific word wall as necessary. Circulate and support, reminding them to use the present verb tense.
• Refocus students and direct their attention to the following criteria on the Informative Writing Checklist:
• W.3.2d
• Tell students that strong informative pieces always end with a statement or section that wraps up the writing by restating or reminding the reader of the focus of the writing.
• Invite students to reread the "Why Do Polliwogs Wiggle?" class draft and find the sentence that meets this characteristic. Cold call students to explain their thinking. ("Over many weeks, they grow legs and change into frogs, but until they do, wiggling is the best way to get around!")
• Point out that this conclusion statement restates the focus of the paragraph: Polliwogs wiggle because that is how they move in the water.
• Invite students to Think-Pair-Share:

"What is a possible concluding statement for your paragraph?" (Answers will vary. Possible responses include: This helps the frog hide from predators; the glass frog's transparent body helps it hide from predators.)

• Invite students to finish their drafts.
• Ask students to whisper-read their finished "Why Is the Glass Frog So Hard to See?" draft.
• Say:

"Show a thumbs-up if your "Why Is the Glass Frog So Hard to See?" draft is appropriate for the task and purpose, or a thumbs-down if you are not sure.

• If productive, cue students to provide reasoning:

"Why do you think that?" (Responses will vary.)

• Check in with students who showed a thumbs-down before the mid-unit assessment in the next lesson.
• Invite students to record 'Y' for 'Yes' and the date in the final column of their Informative Writing Checklist if they feel the criteria marked on their checklists have been achieved in their writing in this lesson.
• Focus students on the learning targets. Read each one aloud, pausing after each to use a checking for understanding protocol for students to reflect on their comfort level with or show how close they are to meeting each target. Make note of students who may need additional support with each of the learning targets moving forward.