Peeps: Springtime Informational Writing & Research
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Peeps: Springtime Informational Writing & Research

Grade 4English5 days
In this project-based learning experience, 4th-grade students explore the key components of informational writing by creating detailed and engaging reports about Peeps marshmallow candies. Students begin with an interactive "Peeps Mystery Box Challenge" to spark interest and guide the research process, which involves gathering information from various digital and print sources. The project culminates in a structured report that utilizes headings, precise language, and domain-specific vocabulary, supported by multimedia elements to enhance comprehension. Students also learn to develop strong conclusions and document sources effectively, resulting in improved research and analytical skills.
Informational WritingResearch SkillsPeeps MarshmallowsMultimedia ElementsDomain-Specific VocabularyAnalytical Skills
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use the key components of informational writing to create a detailed and engaging report about Peeps, utilizing research and multimedia to support our findings?

Essential Questions

Supporting questions that break down major concepts.
  • What are the key components of informational writing, and how can they be effectively applied to create an engaging report on a unique topic like Peeps?
  • How can I conduct research to gather detailed and reliable information about Peeps for my report?
  • In what ways can I organize my collected information to clearly and coherently present it in my writing?
  • What strategies can I use to ensure my writing stays focused and informative while also being engaging and appealing to readers?
  • How can I effectively use quotes, facts, and definitions to support the details in my informational writing about Peeps?
  • What role do illustrations and multimedia play in enhancing the understanding and engagement of my informational text?
  • How can precise language and domain-specific vocabulary enhance the quality and clarity of my informational writing?
  • What processes can I use to provide a strong and relevant conclusion in my informational writing piece about Peeps?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to introduce the topic of Peeps clearly and organize related information effectively in paragraphs and sections.
  • Students will develop skills in gathering facts, definitions, and details about Peeps, using them to enhance their writing.
  • Students will learn to link ideas within their writing using appropriate words and phrases to ensure cohesiveness.
  • Students will utilize precise language and domain-specific vocabulary to explain aspects of Peeps thoroughly.
  • Students will create a coherent conclusion related to their informational writing on Peeps.
  • Students will conduct and document a short research project on Peeps, using various sources to gather information.
  • Students will recall and organize information from different sources, categorizing notes and providing a bibliography.
  • Students will analyze texts to draw evidence in support of their writing, enhancing their analytical skills.

Common Core Standards

CCSS.ELA-Literacy.W.4.2.a
Primary
Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.Reason: The project requires students to introduce the topic of Peeps and organize information effectively, using formats that improve comprehension.
CCSS.ELA-Literacy.W.4.2.b
Primary
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.Reason: Students must gather and present information on Peeps using various forms of evidence and details, which aligns directly with this standard.
CCSS.ELA-Literacy.W.4.2.c
Primary
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).Reason: The project emphasizes linking ideas within informational writing, making it essential to ensure coherence and flow related to Peeps.
CCSS.ELA-Literacy.W.4.2.d
Primary
Use precise language and domain-specific vocabulary to inform about or explain the topic.Reason: Use of precise language is key in describing Peeps and related information in the informational writing.
CCSS.ELA-Literacy.W.4.2.e
Primary
Provide a concluding statement or section related to the information or explanation presented.Reason: Students need to craft a coherent conclusion to their projects about Peeps, directly supporting this standard.
CCSS.ELA-Literacy.W.4.7
Primary
Conduct short research projects that build knowledge through investigation of different aspects of a topic.Reason: The project centers on research about Peeps, requiring students to investigate and report findings.
CCSS.ELA-Literacy.W.4.8
Primary
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.Reason: Students must conduct research and document their sources while writing their reports on Peeps.
CCSS.ELA-Literacy.W.4.9
Primary
Draw evidence from literary or informational texts to support analysis, reflection, and research.Reason: Students will need to analyze informational texts about Peeps and extract relevant evidence for their reports.
CCSS.ELA-Literacy.W.4.9.b
Secondary
Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").Reason: The project involves analyzing texts about Peeps and understanding how authors support their points with evidence.

Entry Events

Events that will be used to introduce the project to students

The Peeps Mystery Box Challenge

Kick off the week by presenting a mysterious box filled with different Peeps marshmallow candies, each tagged with a riddle or clue. Challenge the students to become "Peeps Investigators" who will decode the riddles by researching and writing about the history, production, and cultural significance of Peeps. This will captivate students’ attention immediately, offering pathways into creative research and writing while utilizing digital and print sources.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Peeps Topic Introduction Adventure

Students will kick off the project by introducing the topic of Peeps in an engaging manner while learning to organize information effectively. They'll begin crafting their informational text by grouping related information into paragraphs and sections.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Begin with a class discussion about Peeps to activate prior knowledge and excitement.
2. Instruct students to brainstorm the main topics they want to explore regarding Peeps, such as history, flavors, and production.
3. Guide students to organize these topics into sections, thinking about what headings and illustrations they might use.
4. Ask students to write an introductory paragraph that clearly states the topic and previews the sections they will cover.

Final Product

What students will submit as the final product of the activityAn introductory section of an informational text about Peeps, complete with headings for organization.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.W.4.2.a (Introduce a topic clearly and group related information in paragraphs; include formatting such as headings and multimedia).
Activity 2

Peeps Fact-Finding Expedition

In this activity, students will gather facts, definitions, and details about Peeps by using various resources. They will use their findings to begin building the body of their informational text.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide students into small groups and assign each group a specific topic related to Peeps to research (e.g., Peeps' history, production process, cultural impact).
2. Provide students access to digital and print sources where they can collect information, such as articles, books, and online databases.
3. Guide students in extracting key facts, definitions, and details relevant to their assigned topic.
4. Have students take notes and organize the information using a graphic organizer.

Final Product

What students will submit as the final product of the activityA collection of organized notes and a graphic organizer filled with relevant facts and information about Peeps.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.W.4.2.b (Develop the topic with facts, definitions, concrete details, quotations, or other information and examples).
Activity 3

Semantic Linking Challenge

Students practice linking ideas within categories of information about Peeps by using appropriate words and phrases to ensure their writing flows cohesively.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce transition words and phrases that are often used in informational writing.
2. Have students review their notes and practice using these linking words to connect different ideas within their informational pieces.
3. Ask students to write sentence starters or paragraphs combining facts and using the linking words.
4. Facilitate peer reviews where students give each other feedback on how effectively their peers linked their ideas.

Final Product

What students will submit as the final product of the activityA revised draft of paragraphs where students effectively link ideas using words and phrases.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.W.4.2.c (Link ideas within categories of information using words and phrases).
Activity 4

Precision Vocabulary Quest

This task focuses on using precise language and domain-specific vocabulary throughout the students' writing. They'll enhance their draft with language that accurately describes aspects of Peeps.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to domain-specific vocabulary related to Peeps and demonstrate how precise language can improve writing clarity.
2. Engage students in a vocabulary-building activity where they identify and define key terms necessary for their writing.
3. Have students revise their drafts, replacing vague language with precise words and adding domain-specific vocabulary.

Final Product

What students will submit as the final product of the activityAn improved draft enriched with precise language and domain-specific vocabulary enhancing clarity and detail.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.W.4.2.d (Use precise language and domain-specific vocabulary to inform about or explain the topic).
Activity 5

The Conclusion Crafting Workshop

Students will learn the art of writing a strong and relevant conclusion, ensuring their informational piece leaves a lasting impact. They will refine their concluding statements or sections related to their writings.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Discuss the importance of conclusions in informational writing and explore examples of effective conclusions.
2. Guide students in drafting their conclusions based on their writings about Peeps.
3. Facilitate peer feedback sessions where students get constructive input on their conclusions.

Final Product

What students will submit as the final product of the activityA polished conclusion paragraph that effectively wraps up the informational text about Peeps.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.W.4.2.e (Provide a concluding statement or section related to the information or explanation presented).
Activity 6

Research Detective Exploration

Engage students in a short research project to explore various aspects of Peeps. This activity will focus on conducting research, documenting findings, and organizing them into a coherent report.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the research process, emphasizing the importance of gathering reliable information from diverse sources.
2. Guide students to formulate research questions about Peeps to narrow down their investigations.
3. Encourage the use of both print and digital sources as students collect and record data on Peeps.
4. Instruct students to organize their findings into a structured report outline.

Final Product

What students will submit as the final product of the activityA structured research report outline based on the investigation of Peeps.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.W.4.7 (Conduct short research projects, build knowledge through investigation).
Activity 7

Information Compilation Voyage

Students will compile all gathered research into a cohesive report while ensuring accurate organization and citation of sources. They will learn to recall, categorize, and credit their sources effectively.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Instruct students to compile all their notes and research findings into one place.
2. Guide them in categorizing the information into different sections of their report.
3. Teach students proper citation methods for both digital and print sources used.
4. Have students compose a bibliography or works cited page to accompany their reports.

Final Product

What students will submit as the final product of the activityA comprehensive report with a properly formatted bibliography documenting all sources.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.W.4.8 (Recall relevant information, categrize notes and provide a list of sources).
Activity 8

Evidence Detective Mission

In this activity, students will draw evidence from texts to support their analysis and reflections on Peeps-related topics. They will learn to bolster their writing with factual support, enhancing their analytical skills.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce strategies for identifying evidence and how to extract it from informational texts.
2. Assign students texts related to Peeps and instruct them to highlight or note relevant evidence supporting their topics.
3. Guide students in integrating this evidence into their writing, using quotes or paraphrasing where appropriate.

Final Product

What students will submit as the final product of the activityA draft enriched with quotes and evidence that supports students’ writing on Peeps.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.W.4.9 (Draw evidence from literary or informational texts to support analysis, reflection, and research).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Informational Writing Assessment on Peeps

Category 1

Content Understanding and Organization

Assesses the clarity and structure of the topic introduction, organization of information, and use of headings and sections.
Criterion 1

Introduction Clarity

Evaluates how clearly the topic of Peeps is introduced and how related information is grouped.

Exemplary
4 Points

Introduces Peeps in an engaging manner, with a clear preview of the sections covered; information is logically grouped.

Proficient
3 Points

Clearly introduces Peeps and provides a preview of sections; information is mostly logically grouped.

Developing
2 Points

Introduces Peeps with some effort; grouping of information is attempted but lacks coherence.

Beginning
1 Points

Struggles with introducing Peeps; information is randomly grouped, lacking clarity.

Criterion 2

Use of Headings and Sections

Assesses the effectiveness of using headings and sections to organize information.

Exemplary
4 Points

Uses headings and sections expertly to enhance readability and presentation of information.

Proficient
3 Points

Uses headings and sections effectively to organize information.

Developing
2 Points

Uses headings and sections inconsistently; some organization is evident.

Beginning
1 Points

Rarely uses headings or sections; organization is unclear.

Category 2

Development and Use of Evidence

Evaluates the ability to develop topics with detailed evidence and information.
Criterion 1

Fact and Detail Integration

Assesses the inclusion of facts, definitions, and detailed examples in the report.

Exemplary
4 Points

Integrates numerous facts, definitions, and detailed examples that enrich the report.

Proficient
3 Points

Includes sufficient facts, definitions, and examples to support the topic.

Developing
2 Points

Includes some facts and definitions; may lack depth and variety.

Beginning
1 Points

Includes few facts or definitions; lacks depth.

Criterion 2

Use of Research Evidence

Evaluates the integration of research evidence from texts and sources into the writing.

Exemplary
4 Points

Expertly integrates quotes, paraphrased information, and evidence to support the analysis.

Proficient
3 Points

Effectively uses evidence and quotes to support the writing.

Developing
2 Points

Uses some evidence; integration may be awkward or limited.

Beginning
1 Points

Rarely uses evidence or quotes; poorly integrated.

Category 3

Language and Vocabulary

Assesses the precision of language and the use of domain-specific vocabulary.
Criterion 1

Use of Precise Language

Evaluation of the use of precise language and clarity in describing aspects of Peeps.

Exemplary
4 Points

Consistently uses precise language, enhancing clarity and engagement.

Proficient
3 Points

Uses precise language regularly; writing is clear and informative.

Developing
2 Points

Uses precise language intermittently; some clarity issues.

Beginning
1 Points

Uses vague language; lacks precision and clarity.

Criterion 2

Domain-Specific Vocabulary

Assessment of the appropriate use of specialized vocabulary related to the topic of Peeps.

Exemplary
4 Points

Skillfully incorporates domain-specific vocabulary, enhancing the writing's depth.

Proficient
3 Points

Uses domain-specific vocabulary appropriately to explain concepts.

Developing
2 Points

Uses some domain-specific vocabulary; may be limited or incorrect.

Beginning
1 Points

Rarely uses domain-specific vocabulary; may be incorrect or missing.

Category 4

Conclusion and Overall Coherence

Evaluates the effectiveness of the conclusion and the overall coherence of the report.
Criterion 1

Conclusion Strength

Assesses the relevance and impact of the concluding section.

Exemplary
4 Points

Provides a strong, relevant conclusion that effectively wraps up the report.

Proficient
3 Points

Concludes the report with a clear summary related to the information presented.

Developing
2 Points

Provides a basic conclusion; may lack relevance or impact.

Beginning
1 Points

Weak or missing conclusion; lacks connection to the reported information.

Criterion 2

Report Coherence

Assesses the coherence and flow of the entire informational text about Peeps.

Exemplary
4 Points

Presents an expertly coherent and well-structured report.

Proficient
3 Points

Presents a coherent report with logical flow and structure.

Developing
2 Points

Report shows some coherence; may have loose connections.

Beginning
1 Points

Lacks coherence; ideas and sections are poorly connected.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your experience with the Peeps Project: What was the most surprising thing you learned during your research or writing process?

Text
Required
Question 2

How confident are you in your ability to use the key components of informational writing to create an engaging report?

Scale
Required
Question 3

Which part of the Peeps Project was the most challenging, and how did you overcome that challenge?

Text
Required
Question 4

Did you find the use of multimedia and illustrations effective in enhancing your research and report on Peeps? Why or why not?

Text
Optional
Question 5

Select the component of informational writing that you feel you improved the most during this project.

Multiple choice
Required
Options
Organizing information
Using precise language
Developing conclusions
Citing sources
Using evidence