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Students read two passages about alligators and then respond to a prompt to present information to their class. Planning uses an ITC outline, replacing reasons with three broad topics drawn word-for-word from the passages (T1 species, T2 reptile type, T3 habitats) plus a concluding component. The outline explains how to select big topics and model planning.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/writing-lesson-25/350776/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/writing-lesson-25/350776.png","ImageObject",442,249,{"name":88,"@type":89},"Melati","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-16","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",7,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the goal of Lesson 25 for students?","Question",{"text":109,"@type":110},"Students practice planning and writing an informative/expository essay based on text they read, using the ITC outline to organize their ideas.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How does the ITC outline work in this lesson?",{"text":114,"@type":110},"Instead of listing reasons, students list three broad topics (T1, T2, T3) taken from the passages, then complete the outline and write a five-paragraph essay.",{"name":116,"@type":107,"acceptedAnswer":117},"What passages and prompt are used as the example?",{"text":118,"@type":110},"The lesson uses passages such as “Alligators at Risk” and “Alligator Habitats,” and models the prompt: write an informative essay about alligators using information from the passages.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},350776,1791329956,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":35},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","WriTing: Lesson 25  \nToday the students will practice planning for informative/expository prompts  \nin response to the text they read.  \nThe following passages will be used in this lesson:  \nAlligators at Risk Alligator Habitats  \nFor informative/expository writing, we will use an ITC outline to plan for our essay. Instead of reasons (Rs) we will list three topics (Ts). This is because, for informative/expository writing, we will be coming up with three topics to inform our reader about (instead of reasons).  \nExplain to students that for the writing test they will be given 2-4 passages to read that all have a similar topic/theme. After reading the text, they will be given a prompt that directs them to write something about what they just read. That is when they will need to plan their essay and then write a five-paragraph essay just like they learned in the previous section.  \nHere are a couple of examples to explain to the students:  \n• Let’s say you just read three passages on helping out in your community. You are then directed to write to the following prompt: Think about how you can make a difference in your community. Using information from the text, explain what work you would do and tell how this work would make a difference in your community.  \n• Another example is if you were given two passages about different animal habitats. After reading the passages you were given the following prompt: Write to inform your reader about protecting animal habitats in a community.  \nAs you can see, for both examples your prompt is based on what you just read. Instead of just writing about your favorite animal or special person in your life, you will be writing about the information you are given in the text. When planning, you will need to come up with your own three topics (T1, T2, and T3) based on the text.  \n138 Top Score Writing, Inc. © 2022 No part of this document may be reproduced without written consent from the author.  \n1. Read both passages aloud to the class (or you can read one aloud and have them independently read the other).  \n2. Write this prompt on the board:  \nWrite an informative essay to present to your class about alligators. Use information from the passages in your essay.  \n3. Using the ITC outline, model planning for this prompt using the outline below.  \n**When planning for this, remind students that they are not coming up with three reasons. They are simply informing/explaining to the reader three things about alligators. They can pick any three things they want from the passages, but they have to make sure they are BIG (broad) things that they can write a lot about.  \n**Every word on the planning outline MUST be from the passages.  \nExample Planning:  \nI  \nT1  \nT2  \nT3  \nC  \nalligators  \nspecies type of reptile habitats  \nalligators  \na. American  \na. cold-blooded  \na. freshwater  \nb. Chinese  \nb. eggs  \nb. holes  \nT1 – Species  \n| | 1 There are two species of known alligators in the world, the American  alligator and the Chinese alligator. The American alligator can be found in the wetlands of the Southern United States. These reptiles have been hunted for many years and, at one point, were close to extinction. In order to protect this species, they were listed under the Endangered Species Act, making hunting alligators illegal. Due to the efforts of the Endangered Species Act, the species has made a huge recovery and was taken off the endangered species list in 1987. Since the American alligator population has repopulated so well, hunting and egg collecting is once again allowed. |\n| --- | --- |\n| 2 On the other hand, the Chinese alligator is a class one endangered species. The Chinese  alligator can be found in the subtropical regions of China in low-lying areas such as rivers, streams, and marshes. This species of alligator is classified as critically endangered because it has a decline in population greater than 80% in specific areas of population. The destruction of their habitats comes largely fro","cbCaijCGwffgJaf9","https://ap.wps.com/l/cbCaijCGwffgJaf9","pdf",3870034,49,"English","# WriTing: Lesson 25\n## Planning informative/expository essays with an ITC outline\n## Prompt-based practice using passages about alligators\n## Example ITC planning: T1 species\n## Example ITC planning: T2 type of reptile\n## Example ITC planning: T3 habitats","[{\"question\":\"What is the goal of Lesson 25 for students?\",\"answer\":\"Students practice planning and writing an informative/expository essay based on text they read, using the ITC outline to organize their ideas.\"},{\"question\":\"How does the ITC outline work in this lesson?\",\"answer\":\"Instead of listing reasons, students list three broad topics (T1, T2, T3) taken from the passages, then complete the outline and write a five-paragraph essay.\"},{\"question\":\"What passages and prompt are used as the example?\",\"answer\":\"The lesson uses passages such as “Alligators at Risk” and “Alligator Habitats,” and models the prompt: write an informative essay about alligators using information from the passages.\"}]","WriTing - Lesson 25 | PDF",1790091024]