https://youtube/watch?v=4CAnEGfFEO4

Ready to Knock Out Informative Writing? https://www.youtube.com/watch?v=4CAnEGfFEO4 By Jeni Sanders http://www.teacherspayteachers.com/Store/Jeni-Sanders

TIDE POW P - Pull apart the prompt O - Organize my thoughts W - Write and say more T - Topic Sentence ID - Important Detail Explained E - End

P - Pull Apart the Prompt *Can you pull this prompt apart? • *You have read two texts about famous people in American history who solved a problem by working to make a change. Write an article for your school newspaper describing how Eliza and Carver faced challenges to change something in America. In your article, be sure to describe in detail why some solutions they tried worked and others did not work. Tell how the challenges each one faces were the same and how they were different. POW • *What is the prompt asking you?

POW O – Organize Your Thoughts *This is where TIDE is used.

POW W – Write and Say More *Time to write!

T – Topic Sentence • *A sentence that expresses the main idea of the paragraph in which it occurs. TIDE

ID – Important Detail Explained • *3 or more important details should each be explained to support your answer. TIDE

TIDE E – Ending • *An ending will wrap up and conclude your thoughts.

Third Grade Task Page 1 (Text to read to answer prompt) • Prompt: You have read two texts about famous people in American history who solved a problem by working to make a change. Write an article for your school newspaper describing how Eliza and Carver faced challenges to change something in America. In your article, be sure to describe in detail why some solutions they tried worked and others did not work. Tell how the challenges each one faces were the same and how they were different. • Excerpt from Eliza’s Cherry Trees: Japan’s Gift to America • By Andrea Zimmerman • When she was twenty-six, Eliza bought tickets to faraway Alaska. Few tourists had ever been there. Eliza • wrote reports for the newspapers back home. She loved sharing the fascinating things she saw, such as • huge glaciers, spouting whales, and the native people. Eliza even wrote a book—the first guidebook • about Alaska. • When Eliza went back to Washington, it wasn’t long before she started thinking about traveling again. • She decided to visit her older brother, who was working in Japan. Eliza sailed across the ocean. • In Japan, she rode on trains, carriages, and bumpy rickshaws. She climbed mountains, ate strange foods, • and visited ancient temples. Everything was so different! She studied Japanese art and learned to speak • Japanese. She fell in love with Japan and its people. • Eliza especially loved Japanese gardens. Eliza’s favorite plants, by far, were the Japanese cherry trees. • Eliza called them “the most beautiful thing in the world.” Thousands of the trees were planted in parks • and along the riverbanks. When they bloomed, the trees became clouds of pink blossoms. As the petals • drifted down, it was like pink snowfall. The Japanese people loved the cherry trees as their national • symbol. Crowds gathered for picnics under the trees. People wrote poems and painted pictures to honor • those sakura.

Third Grade Task Page 2 (Text to read to answer prompt) • When Eliza came back home, she wrote a book about Japan. She wanted to share her love of Japan with other Americans. She wanted the nations of Japan and America to be friends. • Even though she was always thinking about her next journey, Eliza loved coming home to Washington, D.C. She was proud of America’s growing capital and wanted it to look as beautiful as any city in the world. • She thought about the muddy land from a recent construction project in the swampy area around the riverbank. Eliza had a wonderful idea. She remembered the beautiful cherry trees in Japan. She thought, “That’s what Washington needs!” • Eliza told the man in charge of the Washington parks about the wonderful cherry trees. She showed him photographs that she had taken. She told him about her plan to plant hundreds of cherry trees down by the water. He said no. He believed that they didn’t need any different kind of tree in Washington. • But Eliza knew that sometimes when you have a good idea, you have to keep trying. So she waited. When a new parks man was hired, she told him about her good idea. He, too, said no. • Eliza kept traveling. She also met with friends who loved to travel. Some of these friends had started the National Geographic Society. The society was for people who wanted to learn more about the world.

Third Grade Task Page 3 (Text to read to answer prompt) • Eliza was the first woman to have an important job there, and she helped the society grow. She wrote many articles and books. Eliza made more trips to Japan, Alaska, and Europe, and she explored India, China, Russia, and Java, an island of Indonesia. • Eliza also became a photographer. Not many women did that, either. She took pictures for the • Smithsonian Institution and recorded people and places that Americans had never seen. • But Eliza didn’t forget about the cherry trees, and she didn’t give up. She kept trying for more than twenty years! Every time a new man was hired to be in charge of the parks department, Eliza went to tell him about her idea. Each one said no. • In 1909, William Howard Taft had just been elected president. Eliza had another good idea. She knew that sometimes people in politics could help get things done. She wrote a letter to the president’s wife, Mrs. Taft. Eliza told Ms. Taft about her plan to make Washington more beautiful with the lovely cherry trees. She was afraid the answer would be no again. • But Mrs. Taft loved the idea! With the help of Mr. Takamine, a generous Japanese scientist, they had the trees sent from Japan. • Everyone was happily waiting for the trees to arrive. Eliza imagined the beautiful pink clouds of • blossoms that would soon be blooming in Washington.

Third Grade Task Page 4 (Text to read to answer prompt) • In January of 1910, two thousand cherry trees arrived. They were given as a gift from Japan’s capital city, • Tokyo. But there was a problem. The trees had diseases and bugs. The inspectors were afraid they • would make American trees sick. The president agreed. He signed an order for all the cherry trees to be • burned to ashes. • Eliza was so disappointed. She was also afraid that the Japanese people would be offended. But the • mayor of Tokyo said they understood. He even joked about George Washington chopping down a cherry • tree. • New trees were carefully grown in Japan. In March of 1912, three thousand new trees arrived. They • were inspected and declared healthy! • On March 27, 1912, there was a small ceremony at the planting of the first two cherry trees. Eliza • watched as her longtime dream was finally coming true. • Over the years, the trees grew, and every spring, they bloomed. People began gathering to enjoy them • and to celebrate their beauty, just like in Japan. Eliza was happy to see how they helped turn • Washington, D.C. into one of the most beautiful cities in the world.

Third Grade Task Page 5 (Text to read to answer prompt) The Peanut Man George Washington Carver was always interested in plants. When he was a child, he was known as the "plant doctor." He had a secret garden where he grew all kinds of plants. People would ask him for advice when they had sick plants. Sometimes he'd take their plants to his garden and nurse them back to health. Later, when he was teaching at Tuskegee Institute, he put his plant skills to good use. Many people in the South had been growing only cotton on their land. Cotton plants use most of the nutrients in the soil. (Nutrients provide nourishment to plants.) So the soil becomes "worn out" after a few years. Eventually, cotton will no longer grow on this land. This was especially bad for poor African American farmers, who relied on selling cotton to support themselves. Carver was dedicated to helping those farmers, so he came up with a plan. Carver knew that certain plants put nutrients back into the soil. One of those plants is the peanut! Peanuts are also a source of protein. Carver thought that if those farmers planted peanuts, the plants would help restore their soil, provide food for their animals, and provide protein for their families--quite a plant! In 1896 peanuts were not even recognized as a crop in the United States, but Carver would help change that. Carver told farmers to rotate their crops: plant cotton one year, then the next year plant peanuts and other soil-restoring plants, like peas and sweet potatoes. It worked! The peanut plants grew and produced lots of peanuts. The plants added enough nutrients to the soil so cotton grew the next year. Now the farmers had lots of peanuts--too many for their families and animals--and no place to sell the extras. Again, Carver had a plan. Do you know what he did?

Third Grade Task Page 6 (Text to read to answer prompt) • Carver invented all kinds of things made out of peanuts. He wrote down more than 300 uses for peanuts, including peanut milk, peanut paper, and peanut soap. Carver thought that if farmers started making things out of peanuts, they'd have to buy fewer things and would be more self-sufficient. And if other people started making things out of peanuts, they would want to buy the extra peanuts, so the farmers would make more money. • Although not many of Carver's peanut products were ever mass-produced, he did help spread the word about peanuts. Peanuts became more and more popular. By 1920 there were enough peanut farmers to form the United Peanut Association of America (UPAA). In 1921 the UPAA asked Carver to speak to the U.S. Congress about the many uses for peanuts. Soon the whole country had heard of George Washington Carver, the Peanut Man! And by 1940 peanuts had become one of the top six crops in the U.S. • http://www.americaslibrary.gov/aa/carver/aa_carver_peanut_1.html Source: Library of Congress

Third Grade Exemplar Essay Page 1 • Prompt: You have read two texts about famous people in American history who solved a problem by working to make a change. Write an article for your school newspaper describing how Eliza and Carver • faced challenges to change something in America. In your article, be sure to describe in detail why • some solutions they tried worked and others did not work. Tell how the challenges each one faces • were the same and how they were different. • News articles often cover problems, but today this article will address problems that were well solved. The two passages, “Eliza’s Cherry Trees: Japan’s Gift to America” and “The Peanut Man,” feature newsworthy stories of people who faced challenges in changing something for America. Both people featured came up with solutions. Some of these worked, and others did not. But both Eliza and Carver both cared enough about what they did and the people they helped, that they never gave up. • The first story is about Eliza. Eliza wished to bring Japanese cherry trees from Japan to • Washington, D.C.. Her solution was to ask Washington parks directors to plant them, but they all said ‘No.’ Even though they said no and her solution didn’t work, Eliza kept trying. Eventually, she came up with a new solution. She wrote to the newly elected president, William Taft. “Mrs. Taft loved the idea!” and cherry trees were ordered from Japan. But this solution didn’t work either. The trees got diseases and had “to be burned to ashes.” Eliza worried the mayor of Tokyo would think this was a sign of disrespect, but he understood and sent more cherry trees. Finally, Washington, D.C. now has cherry blossoms every spring.

Third Grade Exemplar Essay Page 2 • Like Eliza, George Washington Carver also ran into challenges when he tried to change America • for the better. George knew of a problem with the constant planting of cotton. Cotton depleted soil of “most of the nutrients.” These feed the soil so it can be used every year. George wanted to help farmers who “relied on cotton to support themselves.” Planting peanuts was a solution to add rich nutrients back into the soil. By planting cotton one year and then peanuts the next, the farmers could keep their fields’ soil healthier. But this solution had a problem of growing too many peanuts. George then taught the farmers “more than 300 uses for peanuts.” At first, people may have been skeptical. But, George did not give up. He taught them about “peanut milk, peanut paper, and peanut soap.” In the end, farmers were better off. George Washington Carver had accomplished his goal! • In conclusion, although Eliza and George faced challenges in changing something in America, • they were smart enough to overcome those challenges. Eliza was not addressing a problem as big as George’s because no one was losing income over her problem. But they both cared about others. Eliza wanted everyone to enjoy the trees and George wanted to help the farmers. But Eliza faced blocks from people who did not want to listen to her. Carver faced problems not from people saying no, but from there being too many peanuts. In the end, they both worked hard, cared about others, and kept trying. Now that’s news worth reporting!

Third Grade Exemplar Essay • Now we’re going to color code this exemplar essay together. • Green means Topic Sentence. • Yellow means important details explained. • Red means ending. • News articles often cover problems, but today this article will address problems that were well solved. The two passages, “Eliza’s Cherry Trees: Japan’s Gift to America” and “The Peanut Man,” feature newsworthy stories of people who faced challenges in changing something for America. Both people featured came up with solutions. Some of these worked, and others did not. But both Eliza and Carver both cared enough about what they did and the people they helped, that they never gave up. • The first story is about Eliza. Eliza wished to bring Japanese cherry trees from Japan to • Washington, D.C.. Her solution was to ask Washington parks directors to plant them, but they all said ‘No.’ Even though they said no and her solution didn’t work, Eliza kept trying. Eventually, she came up with a new solution. She wrote to the newly elected president, William Taft. “Mrs. Taft loved the idea!” and cherry trees were ordered from Japan. But this solution didn’t work either. The trees got diseases and had “to be burned to ashes.” Eliza worried the mayor of Tokyo would think this was a sign of disrespect, but he understood and sent more cherry trees. Finally, Washington, D.C. now has cherry blossoms every spring.

Third Grade Exemplar Essay Page 2 • Like Eliza, George Washington Carver also ran into challenges when he tried to change America • for the better. George knew of a problem with the constant planting of cotton. Cotton depleted soil of “most of the nutrients.” These feed the soil so it can be used every year. George wanted to help farmers who “relied on cotton to support themselves.” Planting peanuts was a solution to add rich nutrients back into the soil. By planting cotton one year and then peanuts the next, the farmers could keep their fields’ soil healthier. But this solution had a problem of growing too many peanuts. George then taught the farmers “more than 300 uses for peanuts.” At first, people may have been skeptical. But, George did not give up. He taught them about “peanut milk, peanut paper, and peanut soap.” In the end, farmers were better off. George Washington Carver had accomplished his goal! • In conclusion, although Eliza and George faced challenges in changing something in America, • they were smart enough to overcome those challenges. Eliza was not addressing a problem as big as George’s because no one was losing income over her problem. But they both cared about others. Eliza wanted everyone to enjoy the trees and George wanted to help the farmers. But Eliza faced blocks from people who did not want to listen to her. Carver faced problems not from people saying no, but from there being too many peanuts. In the end, they both worked hard, cared about others, and kept trying. Now that’s news worth reporting!

P O W P O W T ___________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________ ID __________________________________________________ __________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________ E___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Type topic sentence in green. • Type important details in yellow. • Type ending in red.

Type topic sentence in green. Type important detail in yellow. Type important detail in yellow. Type important detail in yellow. Type ending in red.

Third Grade Weak Essay • Prompt: You have read two texts about famous people in American history who solved a problem by • working to make a change. Write an article for your school newspaper describing how both Eliza and • Carver made important contributions to the USA. Be sure to compare and contrast in detailed how • their contributions differed. • The first story is about Eliza, who liked to travel to many different places, in different types of vehicles • like “trains, carriages, and bumpy rickshaws.” She found things she liked to do everywhere she visited, • just like many other tourists. When she went to Japan, she thought the trees there were really pretty • with cherry blossoms that looked like snow when they feel so she tried to bring them back to America, • but when they finally got to Washington they were full of bugs and diseased and couldn’t be planted, • and all the park directors kept telling her that she couldn’t plant them. The second story was about • George Washington Carver also wanted to plant things but he was much more successful. He was able • to plant peanuts so that the cotton could grow in the soil much more often. • The plants they grew were important in different ways. The cherry blossoms from Japan made • Washington, DC one of the prettiest cities, and the peanuts made the soil strong enough to grow cotton • and became an important crop in America. Eliza and Carver both did things that no one else did. Carver • “wrote down more than 300 different uses for peanuts,” and Eliza became a photographer which “not • many women did, either.” They both followed their dreams and made them come true, both of which • were introducing plants into the USA. What’s missing? Turn to your neighbor and discuss what parts of TIDE you can find in this essay? How can we make this essay better?

What is Self Talk? Trigger words for positive self talk… I will do great! I can do this! I am so good at this!

Ready to Self Talk? • Things to say to myself before I write to get started: • Things to say to myself while I write: • Things I say to myself after I write to check my work: • Things I say to myself when something is hard to encourage myself:

Time to Think Aloud & Draw a Graphic Organizer • *Help me think through some ideas to answer the following prompt in our graphic organizer: • Prompt: Use details from the texts to describe Eliza and Carver’s contributions to society. How were these contributions similar and how were they different? Remember…

TIDE POW P - Pull apart the prompt O - Organize my thoughts W - Write and say more T - Topic Sentence ID - Important Detail Explained E - End

P O W P O W T ___________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________ ID __________________________________________________ __________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________ E___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

So let’s write collaboratively with all of the steps of POW TIDE and learn how to score our writing! • Eliza and Carver were both inspired to make changes in America. Describe where Eliza and Carver found inspiration for their original ideas as well as for the solutions they found when obstacles arose. Cite evidence from the text to support your answer.

Points Adult Peer Self

Need More Practice Scoring? After scoring our collaborative write we can practice scoring the exemplar and weak essays that we discussed if we need more practice. 

You CAN Write Informatively! Your turn… Using the same text you will answer the prompt below independently using POW TIDE. Prompt: Eliza and Carver were both inspired to make changes in America. Describe where Eliza and Carver found inspiration for their original ideas as well as for the solutions they found when obstacles arose. Cite evidence from the text to support your answer.

Credits: • Font: www.dafont.com • Background: www.teacherspayteachers.com/store/Lovin-Lit • Clipart: Jeni Sanders & • Prompts and score sheet: TNCORE • http://www.livebinders.com/play/play/1390289

https://youtube/watch?v=4CAnEGfFEO4